University of Minnesota, United States.
University of Missouri, United States.
J Sch Psychol. 2018 Feb;66:4-10. doi: 10.1016/j.jsp.2017.11.004. Epub 2017 Dec 19.
School psychology research and practice has considerable room for growth to go beyond "did an intervention work?" to "what intervention worked for whom and how did it work?" The latter question reflects a more precise understanding of intervention, and involves strategic efforts to enhance the precision of services students with academic, behavioral, emotional, or physical health problems receive to enhance the degree to which interventions are appropriately tailored to and produce benefit for individual students. The purpose of this special issue is to advance the notion and science of precision education, which is defined as an approach to research and practice that is concerned with tailoring preventive and intervention practices to individuals based on the best available evidence. This introductory article provides context for the special issue by discussing reasons why precision education is needed, providing definitions/descriptions of precision education research, and outlining opportunities to advance the science of precision education. Six empirical studies and one methodological-oriented article were compiled to provide examples of the breadth of research that falls under precision education. Although each of the article focuses on students with different needs (literacy deficits, math deficits, emotional and behavior problems, and intellectual disability), there is a common thread that binds them together, and that is each one captures the heterogeneity among students with particular problems or deficits and highlights the need to select and deliver more precise interventions to optimize student outcomes.
学校心理学的研究和实践有很大的发展空间，可以从“干预是否有效？”发展到“针对谁的干预有效？以及它是如何起作用的？”后者反映了对干预措施更精确的理解，需要通过战略努力来提高为有学业、行为、情感或身体健康问题的学生提供服务的精确性，以提高干预措施为个别学生量身定制并产生效益的程度。本期特刊的目的是推进精确教育的概念和科学，这一定义为一种研究和实践方法，关注根据最佳现有证据，针对个人量身定制预防和干预措施。本文通过讨论为什么需要精确教育，提供精确教育研究的定义/描述，并概述了推进精确教育科学的机会，为特刊提供了背景。六篇实证研究和一篇方法导向的文章被汇编在一起，为属于精确教育的研究广度提供了范例。虽然每一篇文章都关注具有不同需求的学生（读写缺陷、数学缺陷、情绪和行为问题以及智力障碍），但它们有一个共同点，即它们都捕捉到了具有特定问题或缺陷的学生的异质性，并强调需要选择和提供更精确的干预措施，以优化学生的结果。
