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Transporting an Evidence-Based Classroom Management Program for Preschoolers With Disruptive Behavior Problems to a School: An Analysis of Implementation, Outcomes, and Contextual Variables

There has never been a time in the history of education and psychology when there has been a stronger emphasis on the use of evidence-based interventions (EBIs) in mental health and educational settings (Chambers, Ringeisen, & Hickman, 2005; Kratochwill & Stoiber, 2002). EBIs are well-developed interventions in which highly regarded scientific methods have established a program as effective. In the field of education, federal, state, and local governments reportedly spend over $330 billion per year on public education, including significant investments in educational interventions and professional development activities (Slavin & Fashola, 1998). Despite these expenditures, many school-based interventions have been inadequately researched or found to be ineffective (Kavale & Forness, 1999). Teacher training was specifically identified by the Coalition for Evidence-Based Policy (2002) as a domain in which existing practices have rarely been tested using rigorous scientific methods. Today, however, rising standards, accountability requirements, and national education legislation require that educational policies and practices are based on strong research evidence.

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Year: 2007
Bibliography: Shernoff, Elisa. S., University of Illinois at Chicago. and Kratochwill, Thomas R. 2007. University of Wisconsin-Madison. School Psychology Quarterly. Copyright 2007 by the American Psychological Association DOI: 10.1037/1045-3830.22.3.449.
Authors: Shernoff, Kratochwill, , , 

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