title: School-based interventions.
abstract: This article provides an update on evidence-based practices and interventions in school settings, with a specific focus on prevention and intervention programs that can be delivered within a three-tiered intervention framework. First, the sources of evidence-based intervention programs including clinical and school psychology task forces, the National Reading Panel, the What Works Clearinghouse, and several other organizations/groups are reviewed. Second, the three-tiered prevention framework (including universal, selected, and indicated programs) and various challenges surrounding their implementation (ie, screening, progress monitoring, professional development, and sustainability) are reviewed. The article concludes with an overview of some representative intervention programs within the three-tiered framework. Future challenges to the evidence-based practice movement are discussed within the context of developmental phases of this movement.
authors.affiliation: School Psychology Program, 1025 West Johnson Street, University of Wisconsin-Madison, Madison, WI 53706, USA. tomkat@education.wisc.edu
authors.forename: Thomas R
authors.initials: TR
authors.lastname: Kratochwill
authors.forename: Craig A
authors.initials: CA
authors.lastname: Albers
authors.forename: Elisa Steele
authors.initials: ES
authors.lastname: Shernoff
mesh_terms: D000293:Adolescent; D002648:Child; D003156:Community Mental Health Services / Q000379:methods* / Q000458:organization & administration; D019317:Evidence-Based Medicine; D006801:Humans; D001523:Mental Disorders / Q000517:prevention & control* / Q000534:rehabilitation*; D012572:School Health Services / Q000458:organization & administration; D014481:United States