Theories of change and adoption of innovations: The evolving evidence-based intervention and practice movement in school psychology

Psychology in the Schools

Volumn 42, Issue 5, 2005, Pages 475-494

  Kratochwill, Thomas R ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 18844452953     PISSN: 00333085     EISSN: None     Source Type: Journal    
DOI: 10.1002/pits.20086     Document Type: Article

References (66)

1. Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.
2. Albarracin, D., Johnson, B.T., Fishbein, M., & Muellerleile, P.A. (2001). Theories of reasoned action and planned behavior as models of condom use: A meta-analysis. Psychological Bulletin, 127, 142-161.
3. Anderson, S.E. (1997). Understanding teacher change: Revisiting the concerns based adoption model. Curriculum Inquiry, 27, 331-367.
4. Austin, J., Carr, J.E., & Agnew, J.L. (1999). The need for assessment of maintaining variables in OEM. Journal of Organizational Behavior Management, 19, 59-87.
5. Bailey, D.B., & Palsha, S.A. (1992). Qualities of the stages of concern questionnaire and implications for educational innovations. Journal of Educational Research, 85, 226-232.
6. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
7. Bass, B.M. (1960). Leadership, psychology, and organizational behavior. New York: Harper.
8. Bass, B.M. (1981). Stodgill's handbook of leadership (rev. ed.). New York: Free Press.
9. Berkowitz, L., & Buck, R.W. (1967). Impulsive aggression: Reactivity to aggressive cues under emotional arousal. Journal of Personality and Social Psychology, 35, 415-424.
10. Byrne, D. (1971). The attraction paradigm. New York: Academic Press.
11. Cheung, D., Nattie, J., & Davis, N. (2001). Reexamining the stages of concern questionnaire: A test of alternative models. The Journal of Educational Research, 94, 226-236.
12. Cialdini, R.B. (2001). Influence: Science and practice. Boston: Allyn & Bacon.
13. Cialdini, R.B., & Ascani, K. (1976). Test of a concession procedure for inducing verbal, behavioral, and further compliance with a request to give blood. Journal of Applied Psychology, 61, 295-300.
14. Conoley, J.C., & Gutkin, T.B. (1986). School psychology: A reconceptualization of service delivery realities. In S.N. Elliott & J.C. Witt (Eds.), The delivery of psychological services in schools: Concepts, processes, and issues (pp. 393-424). Hillsdale, NJ: Erlbaum.
15. Cooper, H. (1996). Speaking power to truth: Reflections of an educational researcher after 4 years of school board service. Educational Researcher, 25, 29-34.
16. DiClemente, C.C. (1981). Self-efficacy and smoking cessation maintenance: A preliminary report. Cognitive Therapy and Research, 5, 175-187
17. Eagly, A.H., Ashmore, R.D., Makhijani, M.G., & Longo, L.C. (1991). What is beautiful is good, but . . .: A meta-analytic review of research on the physical attractiveness stereotype. Psychological Bulletin, 110, 109-128.
18. Ellsworth, J.B. (2000). Surviving change: A survey of educational change models. ERIC Clearinghouse, ED444597.
19. Erchul, W.P., Raven, B.H., & Ray, A.G. (2000). School psychologists' perceptions of social power bases in teacher consultation. Journal of Educational and Psychological Consultation, 12, 1-23.
20. Erchul, W.P., Raven, B.H., & Whichard, S.M. (2001). School psychologist and teacher perceptions of social power in consultation. Journal of School Psychology, 39, 438-497.
21. Freedman, J. (2002). The diffusion of innovation into psychiatric practice. Psychiatric Services, 53, 1539-1540.
22. French, J.R.P., & Raven, B.H. (1959). The bases of social power. In D. Cartwright (Ed.), Studies in social power (pp. 150-167). Ann Arbor, MI: Institute for Social Research.
23. George, A.A., Hall, G.E., & Uchiyama, K. (2000). Extent of implementation of a standards-based approach to teaching mathematics and student outcomes. Journal of Classroom Interaction, 35, 8-25.
24. Gutkin, T.B., & Conoley, J.C. (1990). Reconceptualizing school psychology from a service delivery perspective: Implications for practice, training, and research. Journal of School Psychology, 28, 203-223.
25. Hall, G.E., George, A.A., & Rutherford, W.L. (1979). Measuring stages of concern about the innovation: A manual for the use of the SoC questionnaire (Report 3032). Austin, TX: The University of Texas-Austin, Research and Development Center for Teacher Education.
26. Hall, G.E., & Hord, S.M. (1987). Change in schools; Facilitating the process. Albany, NY: State University of New York Press.
27. Hall, G.E., & Hord, S.M. (2001). Implementing change: Patterns, principles, and potholes. Needham Heights, MA: Allyn & Bacon.
28. Hazzard, J.C., Bergan, J.R., & Kratochwill, T.R. (1979). The effects of behavioral consultation on teacher application and transfer of behavior management principles. Unpublished manuscript.
29. Hilz, L.M. (2000). The informatics nurse specialist as change agent: Application of innovation-diffusion theory. Computers in Nursing, 18, 272-281.
30. Horsley, D.L., & Loucks-Horsley, S. (1998). Tornado of change. Journal of Staff Development, 19, 17-20.
31. Janis, I.J., & Mann, L. (1977). Decision making: A psychological analysis of conflict, choice and commitment. New York: Free Press.
32. Kratochwill, T.R., Elliott, S.N., & Stoiber, K.C. (2002). Best practices in school-based problem-solving consultation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-IV (pp. 583-608). Bethesda, MD: National Association of School Psychology.
33. Kratochwill, T.R., & Shernoff, E. (2003). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Quarterly, 18, 389-408.
34. Kratochwill, T.R., & Stoiber, K.C. (2000). Empirically supported interventions and school psychology: Rationale and methodological issues - part II. School Psychology Quarterly, 15, 233-253.
35. Kratochwill, T.R., & Stoiber, K.C. (2002). Evidence-based interventions in school psychology: Conceptual foundations of the Procedural Coding Manual of division 16 and society for the study of school psychology task force. School Psychology Quarterly, 17, 341-389.
36. Levesque, D.A., Prochaska, J.M., & Prochaska, J.O. (1999). Stages of change and integrated service delivery. Consulting Psychology Journal: Practice and Research, 51, 226-241.
37. Levesque, D.A., Prochaska, J.M., Prochaska, J.O., Deward, S.R., Hamby, L.S., & Weeks, W.B. (2001). Organizational stages and processes of change for continuous quality improvement in health care. Consulting Psychology Journal: Practice and Research, 53 (3), 139-153.
38. Littell, J.H., & Girvin, H. (2002). Stages of change. Behavior Modification, 26, 223-273.
39. Milgram, S. (1970). The experience of living in cities. Science, 13, 1461-1468.
40. Miller, R.L., Seligman, C., Clark, N.T., & Bush, M. (1976). Perceptual contrast versus reciprocal concession as mediators of induced compliance. Canadian Journal of Behavioral Science, 8, 401-409.
41. Myers-Walls, J.A. (2000). An odd couple with promise: Researchers and practitioners in evaluation settings. Family Relations, 49, 341-347.
42. Prochaska, J.M., Prochaska, J.O., & Levesque, D.A. (2001). A transtheoretical approach to changing organizations. Administration and Policy in Mental Health, 28, 247-261.
43. Prochaska, J.O. (2000). A transtheoretical model for assessing organizational change: A study of family service agencies' movement to time-limited therapy. Families in Society, 81, 76-84.
44. Prochaska, J.O., & DiClemente, C.C. (1983). Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51, 390-395.
45. Prochaska, J.O., DiClemente, C.C., & Norcross, J.C. (1992), In search of how people change: Applications to addictive behaviors. American Psychologist, 47, 1102-1114.
46. Prochaska, J.O., DiClemente, C.C., Velicer, W.F., Ginpil, S., & Norcross, J.C. (1985). Predicting change in status for self-changers. Addictive Behaviors, 10, 395-406.
47. Raven, B.H. (1992). A power/interaction model of interpersonal influence: French and Raven thirty years later. Journal of Social Behavior and Personality, 7, 217-244.
48. Raven, B.H. (1993). The bases of power: Origins and recent developments. Journal of Social Issues, 49, 227-251.
49. Riley-Tillman, T.C., & Eckert, T.L. (2001). Generalization programming and school-based consultation: An examination of consultees' generalization of consultation related skills. Journal of Educational and Psychological Consultation, 12, 217-241.
50. Rogers, E.M. (1995). Diffusion of innovations (4th ed.). New York: The Free Press.
51. Rogers, E.M. (2003). Diffusion of innovations (5th ed,). New York: The Free Press.
52. Rosen, C.S. (2000). Is the sequencing of change processes by stage consistent across health problems? A meta-analysis. Health Psychology, 19, 593-604.
53. Rosenfield, S. (2002). Best practices in instructional consultation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-IV. Bethesda, MD: National Association of School Psychologists.
54. Schoenwald, S.K., & Hoagwood, K. (2001). Effectiveness, transportability, and dissemination of interventions: What matters when? Psychiatric Services, 52, 1190-1197.
55. Shotsberger, P.G., & Crawford, A.R. (1999). On the elusive nature of measuring teacher change: An examination of the stages of concern questionnaire. Evaluation and Research in Education, 13, 13-31.
56. Small, S.A. (2001) Bridging the gap between research and practice in the human sciences. Madison, WI: UW-Madison, unpublished manuscript.
57. Small, S.A., & Bogenschneider, K. (1998). Toward a scholarship of relevance: Lessons from a land-grant university. In R.M. Lerner & L.A.K. Simon (Eds.), University-community collaborations for the twenty-first century: Outreach scholarship for youth and families (pp. 255-273). New York: Garland.
58. Stokes, T.F., & Baer, D.M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.
59. Strong, S.R., & Hills, H.I. (1986). Interpersonal communication rating scale. Richmond, VA: Virginia Commonwealth University.
60. Sugai, G., Horner, R.H., Dunlap, G., Hieneman, M., Lewis, T.J., Nelson, C.M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A.P., Turnbull, H.R., III, Wickham, D., Reuf, M., & Wilcox, B. (2000). Applying positive behavioral support and functional behavioral assessment in schools. Journal of Positive Behavioral Intervention and Support, 2, 131-143.
61. Sugai, G., Lewis-Palmer, T., & Hagen-Burke, S. (1999/2000), Overview of the functional behavioral assessment process. Exceptionality, 8, 149-160.
62. van den Verg, R., & Ros, A. (1999). The permanent importance of the subjective reality of teachers during educational innovation: A concerns-based approach. American Educational Research Journal, 36, 879-906.
63. Velicer, W.F., Prochaska, J.O., Fava, J.L., Norman, G.J., & Redding, C.A. (1998). Smoking cessation and stress management: Applications of the transtheoretical model of behavior change. Homeostasis. 38, 216-233.
64. Wickstrom, K.F., & Witt, J.C. (1993). Resistance within school-based consultation. In J.E. Zins, T.R. Kratochwill, & S.N. Elliott (Eds.), Handbook of consultation services for children (pp. 159-178). San Francisco; Jossey-Bass.
65. Ysseldyke, J.E., & Christenson, S.L. (1993), The instructional environment system (TIES-II). Lonmont, CO: Sopris West. Yukl, G., & Falbe, C.M. (1991). Importance of different power sources in downward and lateral relations. Journal of Applied Psychology, 77, 525-535.
66. Zins, J.E., & Erchul, W.P. (2002). Best practices in school psychology. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-IV. Bethesda, MD: National Association of School Psychologists.