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ERIC Number: ED497581
Record Type: Non-Journal
Publication Date: 2003-Dec
Pages: 24
Abstractor: Author
Reference Count: 67
Evidence-Based Practice: Promoting Evidence-Based Interventions in School Psychology. WCER Working Paper No. 2003-13
Kratochwill, Thomas R.; Shernoff, Elisa Steele
Wisconsin Center for Education Research (NJ3)
The Evidence-Based Intervention (EBI) movement has gained tremendous momentum in the past few years with developments in psychology, medicine (e.g., psychiatry), education, and prevention science. The purpose of this paper is to present some of the issues relating to the adoption of EBIs in practice and, specifically, the multiple roles practitioners, researchers, and trainers can play in a collaborative partnership of integrating EBIs in each other's practice. We advance the argument that an intervention should carry the evidence-based designation when information about its contextual application in actual practice is specified and when it has demonstrated efficacy under the conditions of implementation and evaluation in practice. Within a research-to-practice agenda, this strategy is called the EBI reciprocal influence process and is central to the development of EBIs (Kratochwill, 2002). This framework clearly extends the developmental agenda of designation of an intervention as an EBI from its experimental research foundations to its application in practice settings. Within this framework, we can also demonstrate the central role of practitioners in the research process, a role that extends well beyond that of the traditional, passive "consumer" of research findings. (Contains 6 footnotes and 1 table.)
Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail:; Web site:
Publication Type: Opinion Papers; Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Wisconsin Center for Education Research, Madison.
Authoring Institution: Wisconsin Center for Education Research, Madison.