Clinical Child and Family Psychology Review

, Volume 7, Issue 4, pp 263–267

Commentary: Implementing Empirically Supported Treatments in the Schools: What Are We Asking?

Authors

    • Alvin V. Baird Attention and Learning Disabilities Center and Department of PsychologyJames Madison University
  • Mark D. Weist
    • Center for School Mental Health Assistance and Department of PsychiatryUniversity of Maryland School of Medicine
Article

DOI: 10.1007/s10567-004-6090-0

Cite this article as:
Evans, S.W. & Weist, M.D. Clin Child and Fam Psychol Rev (2004) 7: 263. doi:10.1007/s10567-004-6090-0

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.

schoolchildtreatmentservices

Copyright information

© Springer Science+Business Media, Inc. 2004