Intervention programs in educational psychologybridging research and practice

  1. Gomes-Koban, Clara 1
  2. Calet, Nuria 1
  3. Defior, Sylvia 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Anales de psicología

ISSN: 0212-9728 1695-2294

Año de publicación: 2019

Título del ejemplar: October

Volumen: 35

Número: 3

Páginas: 378-388

Tipo: Artículo

DOI: 10.6018/ANALESPS.35.3.327941 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Anales de psicología

Resumen

El término intervención basada en evidencia se está utilizando cada vez más en la investigación educativa. La necesidad de llevar a cabo programas de intervención basados en evidencia científica se fundamenta en que la probabilidad de lograr resultados positivos al implementar dichos programas es mayor. Sin embargo, la brecha entre la investigación y la práctica se mantiene en los países de habla hispana. Utilizando ejemplos del área de investigación en lectura, este trabajo tiene como objetivo promover la reflexión y la discusión sobre la relación entre la evidencia científica y la práctica educativa, particularmente en el contexto de los países hispanohablantes. Por un lado, existe la importancia de generar evidencia a través del diseño de estudios de alta calidad basados ​​tanto en sólidos antecedentes teóricos como en altos estándares metodológicos. Por otro lado, existe el valor de la experiencia profesional de los profesores en realidades escolares muy diversas. ¿Cómo podemos construir puentes para conectar estas dos partes indispensables y atender mejor a las poblaciones de interés? Defendemos la necesidad de desarrollar un sistema de colaboración sostenible entre la comunidad científica y la educativa que permita el intercambio continuo y un apoyo recíproco mediante relaciones más estables.

Información de financiación

This study was partially funded by the UE Marie-Sklodowska-Curie Actions FP7-PEOPLE-2007-1-1-ITN215961, and the University of Granada (Spain), project PPJI2017-02.

Financiadores

Referencias bibliográficas

  • American Psychological Association. (2003). Task Force on Evidence-Based Interventions in School Psychology: Procedural and Coding Manual. Retrieved from: www.madison.k12.in.us/MCSWeb/CSSU/EBI%20Manual.pdf
  • American Psychological Association. (2005). APA Policy Statement on Evidence-Based Practice in Psychology. Retrieved from: http://www.apa.org/practice/guidelines/evidence-based-statement.aspx
  • Angulo-Domínguez, M. C., Ocampos, J. G., Luque-Vilaseca, J. L., Rodríguez-Romero, M. P., Sánchez-Cantero, R., Satorras-Fioretti, R. M., & Vázquez-Uceda, M. (2011). Manual de atención al alumnado con necesidades específicas de apoyo educativo derivadas de dificultades específicas de aprendizaje: Dislexia. Junta de Andalucía - Consejería de Educación. Retrieved from: http://www.juntadeandalucia.es/educacion/webportal/ishare-servlet/content/a9327d5e-1443-445e-9d32-18953f54684f
  • Babcock, N. L. & Pryzwansky, W. B. (1983). Models of consultation: Preferences of educational professionals at five stages of service. Journal of School Psychology, 21(4), 359-366.
  • Barber, M. & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. McKinsey & Co. Retrieved from: http://mckinseyonsociety.com/downloads/reports/Education/Worlds_School_Systems_Final.pdf
  • Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life. New York: The Guilford Press.
  • Biemiller, A. & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1): 44-62. doi: 10.1037/0022-0663.98.1.44
  • Butler, S., Urrutia, K., Buenger, A., Gonzalez, N., Hunt, M., & Eisenhart, C. (2010). A review of the current research on vocabulary instruction. National Reading Technical Assistance Center, RMC Research Corporation. Retrieved from: https://www2.ed.gov/programs/readingfirst/support/rmcfinal1.pdf
  • Burkhardt, H. & Schoenfeld, A. H. (2003). Improving educational research: Toward a more useful, more influential, and better-funded enterprise. Educational Researcher, 32(9), 3-14. Doi: 10.3102/0013189X032009003
  • Calet, N., Gutiérrez-Palma, N., Simpson, I. C., González-Trujillo, M. C., & Defior, S. (2015). Suprasegmental phonology development and reading acquisition: A longitudinal study. Scientific Studies of Reading, 19(1), 51-71. doi: 10.1080/10888438.2014.976342.
  • Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavský, M., Onochie-Quintanilla, E., Salas, N., Schöffelová, M., Defior, S., Mikulajová, M., Seidlová-Málková, G., & Hulme, C. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science 23(6), 678–686. Doi: 10.1177/0956797611434536
  • Caravolas, M., Lervåg, A., Defior, S., Seidlová-Málková, G., & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24(8) 1398–1407. Doi: 10.1177/0956797612473122
  • Carballo, G., Mendoza, E., Fresneda, M. D., & Muñoz, J. (2008). La práctica basada en la evidencia en la logopedia española: Estudio descriptivo. Revista de Logopedia, Foniatría y Audiología, 28, (3), 149-165.
  • Carnegie Foundation for the Advancement of Teaching (2017). Redressing inequities: An aspiration in search of a method. Summit Keynote by A. Bryk. Retrieved from: https://www.carnegiefoundation.org/wp-content/uploads/2017/04/Carnegie_Bryk_Summit_2017_Keynote.pdf
  • Carreiras, M. & Perea, M. (2004). Naming pseudowords in Spanish: Effects of syllable frequency. Brain and Language, 90, 393-400.
  • Cheesman, E. & De Pry, R. (2010). A critical review of culturally responsive literacy instruction. Journal of Praxis in Multicultural Education, 5(1): 83-99.
  • Commonwealth of Australia. (2005). Teaching Reading: Report and recommendations, national inquiry into the teaching of literacy. Australia: Department of Education, Science, and Training.
  • Cook, B., Tankersley, M., Cook, L., & Landrum, T. (2008). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 44 (2), 69-75. Doi: 10.1177/1053451208321452.
  • Christianakis, M. (2010). Collaborative research and teacher education. Issues in Teacher Education, 19(2), 109-122.
  • Dauer, R. M. (1983). Stress-timing and syllable-timing reanalyzed. Journal of Phonology, 11, 51–62.
  • DeForest, P. A. & Hughes, J. N. (1992). Effect of teacher involvement and teacher self-efficacy on ratings of consultant effectiveness and intervention acceptability. Journal of Educational and Psychological Consultation, 3(4), 301-316.
  • Duff, F. J. & Clarke, P. J. (2011). Practitioner review: Reading disorders: What are effective interventions and how should they be implemented and evaluated? Journal of Child Psychology and Psychiatry, 52, 3–12. Doi: 10.1111/j.1469-7610.2010.02310.x
  • Echeita-Sarrionandía, G. & Verdugo-Alonso, M. A. (2004). La Declaración de Salamanca sobre necesidades educativas especiales 10 años después: valoración y prospectiva. Colección Investigación 2. Salamanca, Spain: INICO.
  • Eckert, T. & Hintze, J. M. (2000). Behavioral conceptions and applications of acceptability: Issues related to service delivery and research methodology. School Psychology Quarterly, 15(2), 123-148.
  • Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2, 1-44. Doi: 10.1080/19345740802539200
  • Elliott, S. (1988). Acceptability of behavioral treatments in educational settings. In J. C. Witt, S. N. Elliott, & F. M. Gresham (Eds.), Handbook of Behavior Therapy in Education, (pp. 121-150). New York: Plenum Press.
  • Ferrándiz-Mingot, J. (1978). Vocabulario Común y Fundamental. [Basic and Fundamental Vocabulary]. Vida Escolar, 197-198. Madrid.
  • Flay, B. R., Biglan, A., Boruch, R. F., González-Castro, F., Gottfredson, D., Kellam, S., Móscicki, E. K., Schinke, S., Valentine, J. C., & Ji, P. (2005). Standards of evidence: Criteria for efficacy, effectiveness and dissemination. Prevention Science, 6(3): 151-175.
  • Foorman, B., Breier, J., & Fletcher, J. (2003) Interventions aimed at improving reading success: An evidence-based approach. Developmental Neuropsychology, 24 (2-3), 613-639. Doi: 10.1080/87565641.2003.9651913
  • Forman, G., Fagley, N. S., Steiner, D. D., & Schneider, K. (2009). Teaching evidence-based interventions: Perceptions of influences on use in professional practice in school psychology. Training and Education in Professional Psychology, 3(4), 226-232. Doi: 10.1037/a0016874.
  • Fresneda, Mª. D., Muñoz, J., Mendoza, E., & Carballo, G. (2012). La práctica basada en la evidencia en la logopedia española: Actitudes, usos y barreras. Revista de Investigación Educativa, 30 (1), 29-52.
  • Frith, U. (1995). Dyslexia: Can we have a shared theoretical framework? Educational and Child Psychology, 12, 6-17.
  • Fuentes-Biggi, J., Ferrari-Arroyo, M. J., Boada-Muñoz, L., Touriño-Aguilera, E., Artigas-Pallarés, J., Belinchón-Carmona, M., & Posada-de-La Paz, M. (2006). Guía de buena práctica para el tratamiento de los trastornos del espectro autista. Revista Neurologia, 43, 425-438.
  • Fundación Alternativas. (2017). Informe sobre la Ciencia y la Tecnología en España. Retrieved from: http://compromiso.atresmedia.com/documents/2018/01/25/D4557414-C6AA-425B-9A23-0AA15139C002/informe_sobre_la_ciencia_y_la_tecnologiiacolor.pdf
  • Gay, G. (Ed.) (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
  • Gobierno Vasco (2006). Guía de buenas prácticas. El profesorado ante la enseñanza de la lectura. Gobierno Vasco - Departamento de Educación, Universidades e Investigación. Retrieved from: http://www.hezkuntza.ejgv.euskadi.net/r43-573/es/contenidos/informacion/dia6/es_2027/adjuntos/RecursosParaLaInclusion/ensenanza_lectura_c.pdf
  • Gomes-Koban, C., Simpson, I. C., Valle, A., & Defior, S. (2017). Oral vocabulary training program for Spanish third-graders with low socio-economic status: A randomized controlled trial. PLoS ONE, 12(11): e0188157. Doi: 10.1371/journal.pone.0188157
  • Graham, D. S. (1998). Consultant effectiveness and treatment acceptability: An examination of consultee requests and consultant responses. School Psychology Quarterly, 13, 155-168.
  • Harmsworth, S. & Turpin, S. (2000). Creating an effective dissemination strategy: An expanded interactive workbook for educational development projects. TQEF National Coordination Team – Bridging the Gap/Innovations Project 2001. Retrieved from: https://ajpp-online.org/resources/downloads/06-CreatingAnEffectiveDisseminationStrategy-AnExpandedWorkbook.pdf
  • Hart, B. & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 4-9. Retrieved from: https://www.aft.org/sites/default/files/periodicals/TheEarlyCatastrophe.pdf
  • Henderson, C. & Dancy, M. (2007). Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics. Physical Review Special Topics - Physics Education Research, 3, 020102. Doi: 10.1103/PhysRevSTPER.3.020102
  • Kamphaus, R. W. (2000). Acceptability research in school psychology: Current trends and future directions. School Psychology Quarterly, 15(2).
  • Kazdin, A. E. (1980). Acceptability of alternative treatments for deviant child behavior. Journal of Applied Behavioral Analysis, 13, 259-273.
  • Kazdin, A. E. (2004). Evidence-based treatments: challenges and priorities for practice and research. Child and Adolescent Psychiatric Clinics of North America, 13, 923-940. Doi: 10.1016/j.chc.2004.04.002
  • Kelly, U., McNicoll, I., & Kelly, D. (2018). An elephant in the room: The hidden economic value of public engagement and knowledge exchange in UK universities. Viewforth Consulting Ltd. Retrieved from: http://www.viewforthconsulting.co.uk/sitebuildercontent/sitebuilderfiles/Theelephantintheroom.pdf
  • Kutsick, K. A., Gutkin, T. B., & Witt, J. C. (1991). The impact of treatment development process, intervention type, and problem severity on treatment acceptability as judged by classroom teachers. Psychology in the Schools, 28, 325-331
  • Mautone, J. A., Dupaul, G. J., Jitendra, A. K., Tresco, K. E., Junod, R. V., & Volpe, R. J. (2009). The relationship between treatment integrity and acceptability of reading interventions for children with attention-deficit/hyperactivity disorder. Psychology in the Schools, 46(10), 919-931. Doi: 10.1002/pits.20434
  • McCardle, P. & Miller, B. (2009). Why we need evidence-based practice in reading and where to find that evidence. In S. Rosenfield & V. Berninger (Eds.), Implementing Evidence Based Academic Interventions in School Settings. Oxford, England: Oxford University Press.
  • Metropolitan Center for Urban Education. (2008). Academic Interventions for struggling learners: Using culturally responsive instructional support teams. New York: NYU Steinhardt. Retrieved from: https://steinhardt.nyu.edu/metrocenter.olde/programs/TACD/documents/Academic%20Interventions.pdf
  • Mihalic, S., Fagan, A., Irwin, K., Ballard, D., & Elliott, D. (2004). Blueprints for violence prevention. Office of Juvenile Justice and Delinquency Prevention/ NCJ 204274. Office of Justice Programs - US Department of Justice.
  • Ministerio de Educación y Ciencia de España (1994). Declaración de Salamanca: Marco de acción para las necesidades educativas especiales. UNESCO.
  • National Center for Culturally Responsive Educational Systems (NCCRESt, 2005). Cultural considerations and challenges in response-to-intervention models: An NCCRESt position statement. Retrieved from: http://www.isbe.net/learningsupports/pdfs/cultural-consid-rti.pdf
  • National Institute of Child Health Development. (2000). Report of the National Reading Panel. Teaching Children to Read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00.4754). Washington, DC: U.S. Government Printing Office. Retrieved from: http://www.nationalreadingpanel.org
  • Perfetti, C. A., Landi, N., & Oakhill, J. (2007). The acquisition of reading comprehension skill. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook, (pp. 227-247). Oxford, UK: Blackwell.
  • Ripoll, J. C. (2014). ¿Existen métodos de mejora de la comprensión lectora en español y basados en evidencias? Investigaciones Sobre Lectura, (2), 44-52. Retrieved from: https://www.comprensionlectora.es/revistaisl/index.php/revistaISL/article/view/5
  • Ripoll, J. C. & Aguado, G. A. (2014). La mejora de la comprensión lectora en español: Un metaanálisis. Revista de Psicodidáctica 19(1), 27-44. Doi:0.1387/RevPsicodidact.9001
  • Rose, J. (2006). Independent review of the teaching of early reading: Final report. Nottingham: Department for Education and Skills Publications. Retrieved from: http://dera.ioe.ac.uk/5551/2/report.pdf
  • Save the Children (Sola, C.) (2013). Guía de Buenas Prácticas en Educación Inclusiva. Madrid: Save the Children.
  • Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94(2), 143-174. doi: 10.1348/000712603321661859.
  • Share, D. (2008). On the anglocentrities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584-615.
  • Snow, C. (2002). Reading for Understanding: Toward an R&D program in reading comprehension. Washington, DC: The RAND Corporation.
  • Snow, C., Burns, S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academies Press.
  • Snowling, M. J. & Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81, 1–23. Doi: 10.1111/j.2044-8279.2010.02014.x
  • Spiel, C., Schober, B., & Strohmeier, D. (2016). Implementing Intervention Research into Public Policy-the "I3-Approach". Prevention Science, 19(3), 337-346. Doi: 10.1007/s11121-016 0638-3
  • Turan, Y., Ostrosky, M. M., Halle, J. W., & Destefano, L. (2004). Acceptability of language interventions: A comparison of preschool and elementary school teachers’ responses. Journal of Early Intervention, 26(3), 221-233.
  • Van der Akker, J. (1999). Principles and methods of development research. In J. Van der Akker, N. Nieveen, R. M. Branch, K. L. Gustafson, & T. Plomp (Eds.), Design approaches and tools in education and training, (1-14). Dordrecht, The Netherlands: Kluwer.
  • Vanderlinde, R. & Braak, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36 (2), 299-316. Doi: 10.1080/01411920902919257.
  • Wendling, B. J. & Mather, N. (2009). Essentials of evidence-based academic interventions. Hoboken, NJ: John Wiley & Sons.
  • West, J. F. & Idol, L. (1987). School consultation (part I): An interdisciplinary perspective on theory, models, and research. Journal of Learning Disabilities, 20, 388-408.
  • Wilson, P. M., Petticrew, M., Calnan, M. W, & Nazareth, I. (2010). Disseminating research findings: What should researchers do? A systematic scoping review of conceptual frameworks. Implementation Science, 5(91), 1-16.
  • Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203-214.
  • World Health Organisation (2014). Module 5: Disseminating the research findings. Special Programme for Research and Training in Tropical Diseases. Geneva, Switzerland: WHO Document Production Services. Retrieved from: http://www.who.int/tdr/publications/year/2014/participant-workbook5_030414.pdf