ABSTRACT
Research on the use of evidence-based practices (EBPs) in schools is rather discouraging. Researchers are placing more importance on the delivery of EBPs in applied settings by studying implementation features including developing innovative EBPs, communication between those who know about EBPs and those in applied settings, and unique features of the system (e.g., school) and intervention agent. This chapter focuses on variables that enhance an intervention's delivery in school settings including quality indicators of effective interventions, the problem identification and validation process, and intervention acceptability and fidelity. The school psychology literature offers practitioners a comprehensive problem-solving framework. Applied behavior analysis (ABA) pioneered the utilization of quality indicators in its research and practice by emphasizing clarity and precision when defining problems. The chapter highlights problem identification and verification (social relevance of an intervention's goals), intervention acceptability (social appropriateness of the intervention's procedures), and intervention fidelity (social importance of the intervention's effects).
