Thomas R Kratochwill
Biographic Data
| ID | 3483618 |
|---|---|
| NAME | Thomas R Kratochwill |
| GIVEN NAMES | Thomas R |
| FAMILY NAME | Kratochwill |
| SIGNATURE | KRATOCHWILL T R |
| AFFILIATIONS | University of Wisconsin–Madison |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1973 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Reporting guidelines for single-case experimental design research: Recommendations for data analysis
Identifying common practice elements among consultation studies showing promising social and behavioral outcomes: A systematic review
Academic and behavior combined support: A single-case practice-based replication study
Problem solving team interventions: Web-based and consultant-based experimental evaluations
Single-case intervention research design standards: Additional proposed upgrades and future directions
Incorporating feasibility protocols in intervention research
Academic and Behavior Combined Support: Evaluation of an integrated supplemental intervention for early elementary students
Single-case design standards: An update and proposed upgrades
Handbook of Evidence-Based Interventions for Children and Adolescents
Single-Case Research Design and Analysis (Psychology Revivals)
Single-Case Research Design and Analysis: New Directions for Psychology and Education
Single-Case Intervention Research Design Standards
In an effort to responsibly incorporate evidence based on single-case designs (SCDs) into the What Works Clearinghouse (WWC) evidence base, the WWC assembled a panel of individuals with expertise in quantitative methods and SCD methodology to draft SCD standards. In this article, the panel provides an overview of the SCD standards recommended by the panel (henceforth referred to as the Standards) and adopted in Version 1.0 of the WWC’s official p…
Educational/Psychological Intervention Research Circa 2012
The chapter focuses on the historically perceived poor methodological rigor and low scientific credibility of most educational/psychological intervention research. We begin by discussing the notion of evidence-based interventions and identifying specific methodological components needed to produce the credible evidence that is so often lacking in educational/psychological intervention research. With examples drawn from intervention studies in the…
A meta-systems approach to evidence-based practice for children and adolescents
Improving outcomes for children and adolescents with mental health needs demands a broad meta-systemic orientation to overcome persistent problems in current service systems. Improving outcomes necessitates inclusion of current and emerging evidence about effective practices for the diverse population of youth and their families. Key components of the meta-system for children with emotional or behavioral needs include families, cultural norms and…
Preparing psychologists for evidence-based school practice: Lessons learned and challenges ahead
The evidence-based practice (EBP) movement has the potential to significantly advance the quality of psychological and educational services provided by psychologists working in schools. Training psychologists in EBP has challenged the profession and caused faculty in graduate programs to reevaluate and retool professional training curricula and instructional practices. Four domains of challenges in graduate training are identified: (a) integratin…
Referral for Psychological Services: Behavioral Perspectives and Recommendations
Single Subject Research: Strategies for Evaluating Change
The name of the journal fame game: Quality or familiarity
The name of the journal fame game: Quality or familiarity
Developmental changes in children's judgments of age
Recent investigations employing drawings of human figures as stimuli have suggested that it is not until approximately age nine that children are able to judge age accurately. It was hypothesed that these results were influenced by the ambiguity of the drawings used, and the present study was designed to investigate children's judgments of age when more realistic stimuli (photographs) were employed. The primary focus of the investigation was on d…
A meta-systems approach to evidence-based practice for children and adolescents
Improving outcomes for children and adolescents with mental health needs demands a broad meta-systemic orientation to overcome persistent problems in current service systems. Improving outcomes necessitates inclusion of current and emerging evidence about effective practices for the diverse population of youth and their families. Key components of the meta-system for children with emotional or behavioral needs include families, cultural norms and…
Preparing psychologists for evidence-based school practice: Lessons learned and challenges ahead
The evidence-based practice (EBP) movement has the potential to significantly advance the quality of psychological and educational services provided by psychologists working in schools. Training psychologists in EBP has challenged the profession and caused faculty in graduate programs to reevaluate and retool professional training curricula and instructional practices. Four domains of challenges in graduate training are identified: (a) integratin…
Developmental changes in children's judgments of age
Recent investigations employing drawings of human figures as stimuli have suggested that it is not until approximately age nine that children are able to judge age accurately. It was hypothesed that these results were influenced by the ambiguity of the drawings used, and the present study was designed to investigate children's judgments of age when more realistic stimuli (photographs) were employed. The primary focus of the investigation was on d…
The name of the journal fame game: Quality or familiarity
The name of the journal fame game: Quality or familiarity
Single Subject Research: Strategies for Evaluating Change
Referral for Psychological Services: Behavioral Perspectives and Recommendations
Preparing psychologists for evidence-based school practice: Lessons learned and challenges ahead
The evidence-based practice (EBP) movement has the potential to significantly advance the quality of psychological and educational services provided by psychologists working in schools. Training psychologists in EBP has challenged the profession and caused faculty in graduate programs to reevaluate and retool professional training curricula and instructional practices. Four domains of challenges in graduate training are identified: (a) integratin…
A meta-systems approach to evidence-based practice for children and adolescents
Improving outcomes for children and adolescents with mental health needs demands a broad meta-systemic orientation to overcome persistent problems in current service systems. Improving outcomes necessitates inclusion of current and emerging evidence about effective practices for the diverse population of youth and their families. Key components of the meta-system for children with emotional or behavioral needs include families, cultural norms and…
Educational/Psychological Intervention Research Circa 2012
The chapter focuses on the historically perceived poor methodological rigor and low scientific credibility of most educational/psychological intervention research. We begin by discussing the notion of evidence-based interventions and identifying specific methodological components needed to produce the credible evidence that is so often lacking in educational/psychological intervention research. With examples drawn from intervention studies in the…
Single-Case Intervention Research Design Standards
In an effort to responsibly incorporate evidence based on single-case designs (SCDs) into the What Works Clearinghouse (WWC) evidence base, the WWC assembled a panel of individuals with expertise in quantitative methods and SCD methodology to draft SCD standards. In this article, the panel provides an overview of the SCD standards recommended by the panel (henceforth referred to as the Standards) and adopted in Version 1.0 of the WWC’s official p…
Single-Case Research Design and Analysis (Psychology Revivals)
Single-Case Research Design and Analysis: New Directions for Psychology and Education
Handbook of Evidence-Based Interventions for Children and Adolescents
Incorporating feasibility protocols in intervention research
Academic and Behavior Combined Support: Evaluation of an integrated supplemental intervention for early elementary students
Single-case design standards: An update and proposed upgrades
Single-case intervention research design standards: Additional proposed upgrades and future directions
Academic and behavior combined support: A single-case practice-based replication study
Problem solving team interventions: Web-based and consultant-based experimental evaluations
Identifying common practice elements among consultation studies showing promising social and behavioral outcomes: A systematic review
Reporting guidelines for single-case experimental design research: Recommendations for data analysis
Psychology (15 works) · Behavioral and Psychological Studies (12 works) · Medicine (9 works) · Applied Psychology (8 works) · Intervention (counseling) (7 works) · Medical education (7 works) · Computer Science (6 works) · Autism Spectrum Disorder Research (5 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Psychological intervention (5 works)