Theory-Driven Evaluation in School Psychology Intervention Research: 2007-2012

This study is an investigation of the extent to which school psychology intervention research is guided by theory and addresses theoretical implications of findings. Intervention studies published during 2007-2012 in four journals, Journal of School Psychology, Psychology in the Schools, School Psyc...

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Bibliographic Details
Published in:School psychology review 2014-06, Vol.43 (2), p.119-131
Main Authors: Mercer, Sterett H., Idler, Alyssa M., Bartfai, Jamie M.
Format: Article
Language:English
Subjects:
Behavior Change
Behavior Modification
Counseling
Educational psychology
Intervention
Interviews
Literature Reviews
Outcome Measures
Periodicals
Program Evaluation
Research Methodology
Researchers
Resistance (Psychology)
School Psychologists
School Psychology
Selection Criteria
Studies
Theory
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Summary:This study is an investigation of the extent to which school psychology intervention research is guided by theory and addresses theoretical implications of findings. Intervention studies published during 2007-2012 in four journals, Journal of School Psychology, Psychology in the Schools, School Psychology Quarterly, and School Psychology Review, were classified based on inclusion of critical components of theory-driven evaluation ( Chen & Rossi, 1983 ): specification of causal program theory indicating mechanisms of intervention effects, assessment of constructs relevant to causal program theory, testing of mediation and moderation, and discussion of theoretical implications of findings. In addition, explicit and implicit theoretical frameworks used in the studies were identified. The results indicated that although nearly half of the reviewed studies discussed causal program theory, other elements of theory-driven evaluation were incorporated in the studies less frequently. Challenges in applying the theory-driven evaluation paradigm within the theoretical frameworks and research methods commonly used in school psychology are discussed, and possible solutions to these challenges are presented.
ISSN:0279-6015
2372-966X
2372-966X
DOI:10.1080/02796015.2014.12087439