Hostname: page-component-78c5997874-fbnjt Total loading time: 0 Render date: 2024-11-10T07:38:55.407Z Has data issue: false hasContentIssue false
  • English
  • Français

Empirically Validated Interventions in Education: A Comment on King

Published online by Cambridge University Press:  06 October 2014

Alan Hudson
Alan Hudson*
Affiliation:
Royal Melbourne Institute of Technology
*
Department of Psychology and Intellectual Disability Studies, RMIT, PO Box 71, Bundoora VIC 3083, Australia. E-mail: hudson@rmit.edu.au
Get access

Extract

A strong case can be made that, in all areas of intervention into the lives of others, the interventions used ought be empirically validated. In response to the paper by King (1997), this paper argues that there is a need to improve the empirical basis of interventions in education, particularly in the areas of curriculum design, classroom management, and academic remediation. Further, it is argued that an initial step in facilitating that improvement is by ensuring that trainee teachers receive an extensive exposure to the scientific literature on educational practices.

Type
Special Issue: Empirically Validated Treatments
Information
Behaviour Change , Volume 14 , Issue 1 , March 1997 , pp. 25 - 28
Copyright
Copyright © The Author(s) 1997

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Abt Associates (1977). Education as experimentation: A planned variation model. Cambridge, MA: Author.Google Scholar
American Psychological Association. (1993, 10). Final Report of the Task Force on Promotion and Dissemination of Psychological Procedures. New York: American Psychological Association, Division of Clinical Psychologists (Division 12).Google Scholar
Arter, J.A., & Jenkins, J.R. (1979). Differential diagnosis — prescriptive teaching: A critical appraisal. Review of Educational Research, 49, 517–555.Google Scholar
Axelrod, S. (1992). Disseminating an effective educational technology. Journal of Applied Behavior Analysis, 25, 31–35.CrossRefGoogle ScholarPubMed
Carnine, D. (1992). Expanding the notion of teachers' rights: Access to tools that work. Journal of Applied Behavior Analysis, 25, 13–19.Google Scholar
Council of Adult Education. (1997). Autumn 1997 course guide. Melbourne: Author.Google Scholar
Cummins, R.A. (1988). The neurologically impaired child: Doman–Delacato techniques reappraised. London: Croom Helm.Google Scholar
Cummins, R.A. (1991). Remedial education and neurological development: Matters of ethical concern. The Australian Educational and Developmental Psychologist, 8, 20–22.Google Scholar
Delacato, C.H. (1959). The treatment and prevention of reading problems: The neurological approach. Springfield, IL: Charles C. Thomas.Google Scholar
Dinkmeyer, S., McKay, G.D., & Dinkmeyer, D. (1980). Systematic training for effective teaching. New York: American Guidance Service.Google Scholar
Glasser, W. (1969). Schools without failure. New York: Harper & Row.Google Scholar
Gordon, T. (1974). Teacher effectiveness training. New York: Wyden.Google Scholar
Hempenstall, K. (1996). The gulf between educational research and policy: The example of direct instruction and whole language. Behaviour Change, 13, 33–46.Google Scholar
James, J.E. (1994). Foundation education as a means for disseminating behavioural innovations to nonpsychologists. Behaviour Change, 11, 19–26.Google Scholar
King, N.J. (1997). Empirically validated treatments and AACBT. Behaviour Change, 14, 2–5.Google Scholar
Leach, D.J. (1996). Applying behavioural psychology in education: Contributions and barriers to the implementation of effective instruction. Behaviour Change, 13, 3–19.Google Scholar
Lindsley, O.R. (1992). Why aren't effective teaching tools widely adopted? Journal of Applied Behavior Analysis, 25, 21–26.Google Scholar
National Health and Medical Research Council. (1977). Report of the Therapeutic Methods Subcommittee to investigate the methods used by the Institute for the Achievement of Human Potential. Melbourne: Author.Google Scholar
Singh, N.N., Dietz, D.E., & Singh, J. (1988). Behavioural approaches. In Singh, N.N., & Beale, I.L. (Eds.), Learning disabilities: Nature, theory, and treatment (pp. 375–414). New York: Springer Verlag.Google Scholar
Wilks, R. (1996). Classroom management in primary schools. Behaviour Change, 13, 20–32.Google Scholar