Citation

Zaboski BA, Schrack AP, Joyce-Beaulieu D, MacInnes JW. Contemp. Sch. Psychol. 2017; 21(3): 287-297.

Copyright

(Copyright © 2017, California Association of School Psychologists)

DOI

10.1007/s40688-017-0131-4

PMID

unavailable

Abstract

The proliferation of unsubstantiated or discredited interventions underscores the importance of the evidence-based practice (EBP) movement in school psychology. Although researchers have conducted several surveys on discredited interventions in counseling and clinical psychology, no studies have investigated the use of these treatments in school psychology. This survey presented Florida Association of School Psychologist members with three categories of treatment: discredited treatments, treatments with mixed research results, and evidence-based treatments. Participants were asked to rate (1) the likelihood that they would recommend an intervention and (2) an intervention's level of research support. Participants demonstrated unfamiliarity with discredited treatments, overestimated the research support for ineffective techniques, and expressed a desire to learn about discredited interventions through training and professional development opportunities. Training implications for school psychology programs are discussed.

Language: en