Empirically supported interventions and school psychology: Conceptual and practice issues - Part II

In Part II of this two-part article, we present some conceptual and practic e issues on the use of empirically supported interventions in school and co mmunity settings. Conceptual issues discussed include the foci of effective intervention studies, specification of interventions, and intervention man uals and procedural guidelines. We conclude with a discussion of essential practice issues, given a dual goal of advancing research in empirically sup ported interventions and of producing a knowledge base that has a direct me aning and application to school and community settings.