What interventions are cost-effective? A systematic review of cost-effectiveness analyses of school-based programs from 2000 to 2020.

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2023-10-30 DOI:10.1037/spq0000590

Courtenay A Barrett, Shelbie E Spear, Andryce Clinkscales, Lindsay L Wood, Kathrin E Maki

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Abstract

The extent to which evidence-based practices (EBPs) are considered cost-effective influences educators' adoption decisions. However, what it means to be cost-effective and how to interpret cost-effectiveness ratios may be unclear. This systematic review of cost-effectiveness analyses of EBPs in schools illuminates the many sources of variability in published estimates. Studies were limited to peer-reviewed, school-based studies conducted in the United States between 2000 and 2020. Seven studies examining eight programs were identified and then coded for program descriptions, outcomes, research designs, and cost-effectiveness methodology. Secondary analyses illustrated how published estimates can be adjusted to reduce methodological variability and increase the utility of comparisons. The small number of studies highlights the need for research to evaluate the cost-effectiveness of more EBPs. Implications for research and practice are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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哪些干预措施具有成本效益？2000年至2020年学校项目成本效益分析的系统回顾。

循证实践（EBP）被认为具有成本效益的程度会影响教育工作者的采纳决定。然而，成本效益意味着什么以及如何解释成本效益比率可能尚不清楚。这项对学校EBP成本效益分析的系统审查阐明了已公布的估计中变异性的许多来源。研究仅限于2000年至2020年间在美国进行的同行评审的校本研究。确定了七项研究，检查了八个项目，然后对项目描述、结果、研究设计和成本效益方法进行了编码。二次分析说明了如何调整已公布的估计数，以减少方法上的可变性并增加比较的效用。少量的研究突出表明，需要进行研究来评估更多EBP的成本效益。讨论了对研究和实践的启示。（PsycInfo数据库记录（c）2023 APA，保留所有权利）。

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School psychology (Washington, D.C.)

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