From research to practice: Lessons learned

Research has informed practice since the origins of developmental psychology, but only recently has basic science and practice begun to be consistently integrated with one another. In addition, considerable research documents the utility of empirically-supported interventions, yet it has been difficult to implement such interventions outside of the research context. This paper describes two randomized clinical trials (RCTs) for maltreated infants and preschoolers as an example of successful community, funder, and researcher partnerships. Key strengths and challenges involved in designing and conducting the studies are discussed, and the necessity of considering the developmental and cultural appropriateness of empirically-supported interventions is highlighted. Programs designed to provide data on the effectiveness of interventions initially evaluated in RCTs are presented. These initiatives indicate that it is possible to create successful evidence-based interventions, even within the complex world of the child welfare system. These studies provide information on developmental and outcome intervention differences that contribute to the scientific literature and have real-world implications for policy makers, funders, and ultimately, for children.