Implementing empirically supported treatments in the schools: what are we asking?
The research reported in this special issue addresses important areas for the continued development of empirically supported school-based treatments. Although advances in the development and evaluation of treatment services have occurred, there is little public demand for the widespread dissemination of these treatments. In this commentary, the authors draw data from historical examples, related research, and personal experience to demonstrate the need to create a societal mandate for change. They present specific implications for future areas of research and the type of public education and marketing campaign that will be needed to create a demand for empirically supported school-based treatments.
Evans
Steven W
SW
Alvin V. Baird Attention and Learning Disabilities Center and Department of Psychology, James Madison University, Harrisonburg, Virginia, USA. evanssw@jmu.edu
Weist
Mark D
MD
D000293:Adolescent; D002648:Child; D004059:Diffusion of Innovation; D006284:Health Plan Implementation; D006801:Humans; D008605:Mental Health Services; D012572:School Health Services; D014481:United States