Empirically supported interventions in school psychology: The role of negative results in outcome research

We discuss the role that negative results or "no-difference" findings play in research and research reviews of empirically supported interventions in school psychology. Specifically, we examine the dimensions of negative-resu lts research within the context of randomized experimental between group an d experimental single-case design, discuss some reasons for negative-result s findings in these methodological approaches, and present some positive as pects of negative results in intervention research. We also examine the rel ationship of negative-results findings to replication research including di rect replication, systematic replication, and clinical replication. We argu e for publication or negative-results findings in our school psychology jou rnals when these findings occur in the context of development of empiricall y supported interventions and translation of these interventions into schoo l psychology practice. (C) 2000 John Wiley & Sons, Inc.