title: Comments on "Distinguishing science from pseudoscience in school psychology:" Evidence-based interventions for grandiose bragging.
abstract: The purpose of this article is to provide some perspectives on Lilienfeld, Ammirati, and David's (2012) paper on distinguishing science from pseudoscience in school psychology. In many respects their work represents an intervention for "grandiose bragging," a problem that has occasionally occurred when various non-evidence-based or discredited interventions receive sensationalized positive endorsement for adoption in school psychology practice. In this paper, the implications of the Lilienfeld et al. work are discussed within the context of the scientist-practitioner gap, scientific thinking and evaluation of scientific thinking, and negative results research. The authors have advanced our thinking on evidence-based practices in school psychology and education.
authors.affiliation: Educational and Psychological Training Center, University of Wisconsin-Madison, Madison, WI 53706, USA. tomkat@education.wisc.edu
authors.forename: Thomas R
authors.initials: TR
authors.lastname: Kratochwill
mesh_terms: D006801:Humans; D011584:Psychology / Q000379:methods*; D012107:Research Design; D012574:Schools; D012586:Science / Q000379:methods*