Epilogue the Contemporary Crucible: Putting Scientific Evidence to the Test in the Context of Schools

Abstract

This special issue of Behavioral Disorders explores the meaning of science and the definition of rigor in the social sciences. It concludes by asking what science and its empirical rigors mean to educational professionals and shareholders who work with and care about children and youths with emotional or behavioral disorders. This epilogue considers how scientific evidence is being put to the test in the current context of schools and what failure to rely on empirical data might cost in the long run.