Educational/Psychological Intervention Research Circa 2012
Published Online: 26 SEP 2012
Copyright © 2013 John Wiley & Sons, Inc. All rights reserved.
Handbook of Psychology, Second Edition
How to Cite
Levin, J. R. and Kratochwill, T. R. 2012. Educational/Psychological Intervention Research Circa 2012. Handbook of Psychology, Second Edition.
- Published Online: 26 SEP 2012
The chapter focuses on the historically perceived poor methodological rigor and low scientific credibility of most educational/psychological intervention research. We begin by discussing the notion of evidence-based interventions and identifying specific methodological components needed to produce the credible evidence that is so often lacking in educational/psychological intervention research. With examples drawn from intervention studies in the literature, we then review common methodologies and procedures that have served to reinforce the negative perceptions of educational/psychological intervention research. Throughout the chapter, contrasts are made between typical educational/psychological and medical intervention-research approaches, resulting in a proposed stage model that features a randomized classroom trials stage for the former that is analogous to the randomized controlled trials stage of the latter. Critical features, issues, and distinctions associated with randomized classroom-trials intervention research are discussed, along with exemplary published studies to illustrate the importance and impact of such research. The chapter concludes with a case made for a commitment of both researchers and federal funding to enhancing the scientific credibility of future educational/psychological intervention investigations through the adoption of randomized classroom trials methodology.
Keywords: educational/psychological intervention research; methodological rigor; credible evidence; randomized classroom trials