We argue in this article that there are conditions in which publication of negative results can make a useful contribution. Three small-scale examinations of journal publication criteria for publishing negative results were conducted. We first reviewed 29 journals from education and school/counseling psychology to assess author submission…

Article discusses the role that negative results or "no-difference" findings play in research and research reviews of empirically supported interventions in school psychology. Argues for publication of these findings in school psychology journals when they occur in the context of development of empirically supported interventions and…

Introduces a new section of "School Psychology Quarterly" that will publish information pertaining to empirically supported interventions in school psychology. Articles will focus on prevention and intervention; programs; practice parameters or best practices guidelines; methodological approaches and technologies; and analyses of…

Responds to commentary on evidence-based interventions (EBIs) in school psychology (this issue). A conceptual framework for future operation of the Task Force on Evidence-Based Interventions in School Psychology is presented within the context of identification, review, coding, analyzing and synthesizing, and disseminating research related to…

Considers research agendas for moving the school psychology profession forward by yielding unique contributions in the millennium, while enabling school psychologists to enhance outcomes for children and families with greater precision and effectiveness. Specifically examines some research agendas in the areas of diagnosis and assessment,…

Presents historical, contextual, and methodological perspectives on the use of empirically supported interventions in school and community settings. Historical advances are reviewed within the context of scientist-practitioner model, psychosocial outcome research, meta-analysis, and the development of criteria and practice guidelines for…

The document presents findings from a comprehensive review of the literature on the topic of nonbiased assessment. An introductory chapter describes the review's conceptual framework. Chapters 2 through 9 present analyses of the following major aspects of the topic (sample subtopics in parentheses): historical perspectives (ancient influences,…

This paper examines the contemporary nature of supervision of behavioral psychologists within the context of the contributions now apparent for school psychology. Specifically, it discusses aspects of the behavioral approach in theory, research, and supervisory practice. Some conceptual and methodological issues are presented as an expanding…

Illustrates the application of the Task Force on Evidence-Based Interventions in School Psychology coding criteria using a single-participant research design study. Concludes that this study possessed several important strengths, including a strong research design, identifiable intervention components, and strong intervention effects for several…

Presents the conceptual, philosophical, and methodological basis for the "Procedural and Coding Manual for Review of Evidence-Based Interventions." Discusses key conceptual issues and areas of potential controversy surrounding the manual and the research framework for coding evidence-based interventions (EBIs). Presents methodological…

Applies the criteria in the "Procedural and Coding Manual for Review of Evidence-Based Interventions," to a group-based design intervention study. In general, the application of the criteria suggested promising evidence in support of the program. Considerations for interpreting the results of the coding process are discussed with…

An overview of the behaviorally-oriented fear reduction methods for children is presented. Systematic desensitization and related procedures, flooding-related therapies, contingency management approaches, modeling procedures, and self-control methods are discussed after reviewing normative and prevalence data regarding children's fears. Research…

Examines the effects of competency-based instructional paradigm on parent skill acquisition and noncompliant behavior of four children ages 6 to 9. Results suggest that the treatment program within a consultation model is an effective method of indirect service delivery when used with parents of noncompliant school-age children. (Author/JDM)

An overview of issues in the diagnosis, assessment, and treatment of withdrawn or isolated children is presented. Also examined are the most commonly used procedures for the treatment of social withdrawal in children. Limitations of existing conceptual and methodological approaches are discussed along with directions for future research and…

A review of the conceptual and methodological considerations in assessment and treatment of children's fears and phobias is presented. Areas discussed include the definitional problems in the field, analogue and clinical research, experimental research methods, and criteria for the evaluation of outcome in fear and phobia research. (Author/DWH)