Measurement Issues in EBD Research: What we know and how we Know It
| Autor: | Gary M. Sasso |
|---|---|
| Rok vydání: | 2004 |
| Předmět: |
050103 clinical psychology
No child left behind media_common.quotation_subject 05 social sciences 050301 education Education Clinical Psychology Educational research Intervention (counseling) Pedagogy Developmental and Educational Psychology 0501 psychology and cognitive sciences Ideology Psychology 0503 education media_common |
| Zdroj: | Behavioral Disorders. 30:60-71 |
| ISSN: | 2163-5307 0198-7429 |
| DOI: | 10.1177/019874290403000103 |
| Popis: | Since the passage of the No Child Left Behind Act in 2002, educators have been advised that it is no longer acceptable to allow ideology, fads, or untested procedures to define teaching. Therefore, knowing what counts as evidence and why it counts is the primary issue of the early 21st century in the field of Emotional and Behavioral Disorders (EBD). Over the last several years, we have been engaged in an effort to define our field as a set of standardized, evidence-based, and sustainable practices. Issues related to the validity of research are at the center of that discussion. This article responds to the work of other authors in this special issue through a discussion of the role of science in EBD, various aspects of validity related to current interventions, and threats to the systematic determination of a valid research base in the field. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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