Reducing Low-Value Practices a Functional-Contextual Consideration to Aid in De-Implementation Efforts
Abstract
Through innovation in research and self-correction, it is inevitable that some practices will be replaced or be discredited for one reason or another. De-implementation of discredited and low-value practices is a necessary step for school psychologists’ maintenance of evidence-based practices and to reduce unnecessary costs and risk. However, efforts to clarify de-implementation frameworks and strategies are ongoing. The scope of this paper follows McKay et al. in considering the potential for de-implementation strategies to be informed by applied behavior analysis and operant learning theory. We conceptualize low-value practice as sets of behaviors evoked by their context and maintained by their consequences, and thus de-implementation as behavior reduction. We discuss the need for future research given this perspective.
Publication Title
Canadian Journal of School Psychology
Recommended Citation
Farmer, R., Zaheer, I., Duhon, G., & Ghazal, S. (2021). Reducing Low-Value Practices a Functional-Contextual Consideration to Aid in De-Implementation Efforts. Canadian Journal of School Psychology, 36 (2), 153-165. https://doi.org/10.1177/0829573520974915
