There has recently been increased attention given to the widely perceived gap between research and practice in school psychology and education. The purpose of this article is to describe how Centennial School of Lehigh University, an alternative day school for students with emotional and behavioral disorders, was able to successfully implement and sustain research-based practices. The use of such practices, in conjunction with organizational and systemic change, led to the significant reduction and eventually the virtual elimination of the use of and need for physical restraint and seclusionary time-out in the school, as well as a substantial increase in students' prosocial behavior. Procedures for reducing the gap between research and practice at Centennial School are discussed, including the methods used by school personnel to facilitate systems change, successfully implement research-based practices, and create a supportive organizational structure for sustaining effective practices. Possible roles for school psychologists in systems change efforts, potential barriers to the implementation of research-based practices, and recommendations as to how these barriers may be overcome also are provided.

In this investigation we examined the career intentions of 96 teachers of students with emotional and behavioral disorders. results indicated that 36.5% of the sample planned to leave the field during the upcoming year, and 10.4% were unsure about their future career plans. we found that “potential leavers” were not distinguished from “stayers” by personal characteristics such as experience, training, or competency, but by variables related to the organizational structure of the school setting, such as the type of service delivery model in which they worked, the adequacy of support, and the time available for developing curricula and completing paperwork. we discuss these findings in light of recent literature that has linked teacher motivation and commitment to the working conditions in today's schools.

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In this article, we examine two schools that successfully adopted school-wide positive behavior interventions and highlight some of the common features that contributed to their success. As part of our analysis, we draw upon the theoretical literature on organizational change to discuss factors that supported these successful school-wide reform efforts, including the contributions of administrators, teachers, and school psychologists.

Selected results of a national survey of 126 school districts with services for behaviorally disordered children and youth are presented and contrasted with the earlier findings of a similar study by Morse, Cutler, and Fink (1964). Specific comparisons are made regarding (a) program goals, aims, and philosophy, (b. service delivery, (c) the role of the teacher, and (d) entrance and exit procedures. Differences between the two studies were found in the level and types of services provided to behaviorally disordered students and the theoretical orientations used within classrooms. Similarities appeared in the general aims and goals of these programs, the role of the teacher in their operation, and the degree of formalization (or lack thereof) of entrance and exit procedures to these programs.