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School-based interventions.

Thomas R Kratochwill1, Craig A Albers, Elisa Steele Shernoff

  • 1School Psychology Program, 1025 West Johnson Street, University of Wisconsin-Madison, Madison, WI 53706, USA. tomkat@education.wisc.edu

Child and Adolescent Psychiatric Clinics of North America
|September 24, 2004
PubMed
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This article reviews evidence-based practices for school interventions, focusing on a three-tiered framework. It examines program sources, implementation challenges, and future directions for effective prevention and intervention.

Area of Science:

  • Educational Psychology
  • School Psychology
  • Intervention Science

Background:

  • Evidence-based practices (EBP) are crucial for effective school interventions.
  • A three-tiered intervention framework (universal, selected, indicated) is widely adopted.
  • Implementation of EBP in schools faces several challenges.

Purpose of the Study:

  • To provide an update on evidence-based practices and interventions in school settings.
  • To review the sources of evidence-based intervention programs.
  • To examine the three-tiered prevention framework and its implementation challenges.

Main Methods:

  • Literature review of evidence-based intervention programs.
  • Analysis of the three-tiered prevention framework components.

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  • Discussion of implementation challenges such as screening, progress monitoring, professional development, and sustainability.

    • Main Results:

    • Identified key sources for evidence-based intervention programs.
    • Outlined the structure and components of the three-tiered intervention framework.
    • Detailed common challenges in implementing these programs in schools.

    Conclusions:

    • Representative intervention programs within the three-tiered framework are presented.
    • Future challenges for the evidence-based practice movement are discussed.
    • The article emphasizes the importance of continued development and support for EBP in schools.