Magazine article National Association of School Psychologists. Communique

EBIs in School Practice

Magazine article National Association of School Psychologists. Communique

EBIs in School Practice

Article excerpt

EBIs in School Practice SCHOOL-CENTERED INTERVENTIONS: Evidence-Based Strategies for Social, Emotional, and Academic Success By D. J. Simon 2016, American Psychological Association

Over the last 2 decades, the American Psychological Association has increased its efforts to bring evidence-based interventions (EBIs) from clinical settings to community-based settings, including schools. Simon's text provides a strong justification for bringing evidence-based interventions for children and adolescents into the school community based on a thorough review of the empirical literature on evidence-based treatments for this population. He also strengthens his position by highlighting changes in the Diagnostic and Statistical Manual of Mental Disorders-ßth Editionwith accompanying empirical evidence about commonly diagnosed and treated emotional-behavioral disorders in youth. Simon states that schools are an ideal setting for evidence-based psychosocial treatments because they are part of a youth's community, and the school setting is one in which children and adolescents who are suffering from mental disorders will show impairment. By using his experience and a thorough review of the extant literature concerning the transportability of evidence-based therapeutic interventions to the school setting, the author provides a convincing argument for the utility of such EBIs within the schools at both a system-wide and individual level of service delivery. Simon states that clinical case conceptualization is an important first step in determining how to utilize some of the most empirically investigated EBIs (such as family therapies, behavioral therapies, and cognitive-behavioral therapies) in effective and adaptable ways at all levels of the response-to-intervention continuum of interventions in education, and most specifically, special education. His premise of exploring individual cases through the application of clinical case conceptualization ensures that no onesize-fits-all approach be used, and that necessary, individualized services be chosen for children with emotional-behavioral disorders. …

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