By Richard Morris
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Uncovering critical research agendas for school psychology: Conceptual dimensions and future directions. School Psychology Review, 29, 591–603. Kratochwill, T. , & Stoiber, K. C. (2002). Evidence-based interventions in school psychology: Conceptual foundations of the procedural and coding manual of Division 16 and the Society for the Study of School Psychology Task Force. School Psychology Quarterly, 17, 341–389. Levin, J. , O’Donnell, A. , & Kratochwill, T. R. (2003). Educational/psychological intervention research.
R. (2003). Educational/psychological intervention research. In W. M. Reynolds & G. E. ), Handbook of psychology (Vol. 7, pp. 557–581). New York: Wiley. Lewinsohn, P. , Clark, G. , & Andrews, J. (1990). Cognitive-behavioral treatment for depressed adolescents. Behavior Therapy, 21, 385–401. Lonigan, C. , Elbert, J. , & Bennett-Johnson, S. (1998). Empirically supported psychosocial interventions for children: An overview. Journal of Clinical Child Psychology, 27, 138–145. Merrill, K. , Tolbert, V.
Above all, efficacy studies are concerned with replication so that researchers can conduct similar studies to test the impact of an intervention (Kazdin, 2004). To maximize the likelihood of detecting treatment effects, efficacy trials are usually conducted under carefully controlled conditions. Factors that may obscure treatment effects are eliminated or controlled, including the setting in which the intervention takes place, sample selection, and how the intervention is delivered (Nathan, Stuart, & Dolan, 2000; Weisz & Jensen, 1999).