Implementation science and school psychology

Susan G. Forman, Edward S. Shapiro, Robin S. Codding, Jorge E. Gonzales, Linda A. Reddy, Sylvia A. Rosenfield, Lisa M.H. Sanetti, Karen C. Stoiber

Research output: Contribution to journalArticlepeer-review

246 Scopus citations

Abstract

The APA Division 16 Working Group on Translating Science to Practice contends that implementation science is essential to the process of translating evidence-based interventions (EBIs) into the unique context of the schools, and that increasing attention to implementation will lead to the improvement of school psychological services and school learning environments. Key elements of implementation and implementation science are described. Four critical issues for implementation science in school psychology are presented: barriers to implementation, improving intervention fidelity and identifying core intervention components, implementation with diverse client populations, and implementation in diverse settings. What is known and what researchers need to investigate for each set of issues is addressed. A discussion of implementation science methods and measures is included. Finally, implications for research, training and practice are presented.

Original languageEnglish (US)
Pages (from-to)77-100
Number of pages24
JournalSchool Psychology Quarterly
Volume28
Issue number2
DOIs
StatePublished - Jun 2013

Keywords

  • Evidence-based intervention
  • Implementation science
  • School psychology

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