Kratochwill Thomas R, Albers Craig A, Shernoff Elisa Steele
School Psychology Program, 1025 West Johnson Street, University of Wisconsin-Madison, Madison, WI 53706, USA.
Child Adolesc Psychiatr Clin N Am. 2004 Oct;13(4):885-903, vi-vii. doi: 10.1016/j.chc.2004.05.003.
This article provides an update on evidence-based practices and interventions in school settings, with a specific focus on prevention and intervention programs that can be delivered within a three-tiered intervention framework. First, the sources of evidence-based intervention programs including clinical and school psychology task forces, the National Reading Panel, the What Works Clearinghouse, and several other organizations/groups are reviewed. Second, the three-tiered prevention framework (including universal, selected, and indicated programs) and various challenges surrounding their implementation (ie, screening, progress monitoring, professional development, and sustainability) are reviewed. The article concludes with an overview of some representative intervention programs within the three-tiered framework. Future challenges to the evidence-based practice movement are discussed within the context of developmental phases of this movement.
本文介绍了学校环境中基于证据的实践和干预措施的最新情况，特别关注可在三级干预框架内实施的预防和干预计划。首先，回顾了基于证据的干预计划的来源，包括临床和学校心理学特别工作组、国家阅读小组、有效方法信息中心以及其他几个组织/团体。其次，回顾了三级预防框架（包括普遍、选择性和针对性计划）及其实施过程中面临的各种挑战（即筛查、进展监测、专业发展和可持续性）。文章最后概述了三级框架内的一些代表性干预计划。在该运动的发展阶段背景下讨论了基于证据的实践运动未来面临的挑战。
