TY - JOUR
AU - DALEIDEN, ERIC L.
AB - E V I DEN CE-BASED PRACTI CE Assistant Editor: John D. Hamilton, M.D., M.Sc. Understanding the Common Elements of Evidence-Based Practice: Misconceptions and Clinical Examples BRUCE F. CHORPITA, PH.D., KIMBERLY D. BECKER, PH.D., AND ERIC L. DALEIDEN, PH.D. Science has fostered renewed optimism in mental health complexity of identifying Bbest candidate[ interven- practice over the last decade through advances in the tions for treating children_s disorders. development of treatment supported by research Contributing to the complexity of identifying (Kazdin and Weisz, 2003; Task Force on Promotion evidence-based interventions is ambiguity surrounding and Dissemination of Psychological Procedures, 1995; the meaning of the term Bevidence-based.[ Tradition- Wilson, 1995). The challenge that continues to ally, albeit a recent tradition, the term has denoted confront both the scientific and applied domains of specific treatment protocols with a particular degree psychology and psychiatry is the widespread promotion and type of empirical support (e.g., Chambless and and implementation of empirically supported treat- Hollon, 1998). Thus, the Bmanualization[ of interven- ments in general, and in children_s mental health in tions (e.g., Coping Cat, Kendall, 1990; Defiant particular (Barlow, 2000; Chorpita et al., 2002; Children, Barkley, 1997) has lent itself to a method of Schoenwald and Hoagwood, 
TI - Understanding the Common Elements of Evidence-Based Practice Misconceptions and Clinical Examples
JF - Journal of the American Academy of Child & Adolescent Psychiatry
DO - 10.1097/chi.0b013e318033ff71
DA - 2007-05-01
UR - https://www.deepdyve.com/lp/wolters-kluwer-health/understanding-the-common-elements-of-evidence-based-practice-0wa1eHYYPD
SP - 647
EP - 652
VL - 46
IS - 5
DP - DeepDyve
ER -