Direct behavior rating (DBR) has been described as a hybrid of systematic direct observation and behavior rating scales. Although single-item (DBR-SIS) and multi-item (DBR-MIS) methods have been advocated, the overwhelming majority of research attention has focused on DBR-SIS. This study employed generalizability theory to compare the…

The purpose of the study was to evaluate the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with attention deficit hyperactivity disorder (ADHD) as implemented by school mental health (SMH) providers using a randomized trial design. Seventeen SMH providers from five school districts implemented the HOPS…

This randomized controlled study examined disciplinary outcomes for 201 students who made threats of violence at school. The students attended 40 schools randomly assigned to use the Virginia Student Threat Assessment Guidelines or follow a business-as-usual disciplinary approach in a control group. Logistic regression analyses found, after…

Performance feedback (PF) has become popular in the school-based literature as a method to increase the treatment integrity of prescribed interventions. The current study extracted and aggregated data from single-case studies that used PF in school settings to increase teachers' use of classroom-based interventions. Results suggest PF is…

We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students'…

The studies in this issue break the mold of the traditional stage model of the development and testing of evidence-based interventions (EBIs) within the confines of highly controlled studies (Onken, Blaine, & Battjes, 1997). Although this approach has merits, the need for EBIs in school settings has outpaced their deployment. The authors of these…

Discipline practices in schools affect the social quality of each educational environment, and the ability of children to achieve the academic and social gains essential for success in a 21st century society. We review the documented patterns of office discipline referrals in 364 elementary and middle schools during the 2005-2006 academic year.…

This special issue, Developing Social- Emotional and Behavioral Interventions with School Communities: Systematic and Collaborative Processes, reflects the current state of the science for improving schools to better educate children and adolescents and promote their behavioral health. The innovations described in this volume describe advancements…

A three-level variance decomposition analysis was used to examine the sources of variability in implementation of a technology-enhanced progress monitoring system within each year of a 2-year study using a randomized-controlled design. We show that results of technology-enhanced progress monitoring are not necessarily a measure of student…

This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension. Participants scored below a proficiency level on their state accountability test and were compared to a similar group of…

This article presents the authors' response to Sharon Vaughn and colleagues' article "Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention." In Vaughn et al. article, a study in which they provided professional development to content area teachers, with the goal of…

Individuals with autism spectrum disorders experience pervasive social and communication skill deficits. One of the most popular treatment recommendations to address these deficits is the use of social stories. Although social stories are beneficial at reducing many disruptive behaviors, empirical evidence for their use to increase social and…

The School Climate Bullying Survey (Cornell & Sheras, 2003) is a self-report survey used to measure attitudes and behaviors associated with school bullying. Two studies were conducted to examine the valid use of its three school climate scales: (a) Prevalence of Teasing and Bullying, (b) Aggressive Attitudes, and (c) Willingness to Seek Help. In…

Middle school students with attention deficit hyperactivity disorder (ADHD) often experience academic decline within each school year, characterized by deteriorating grades from the first grading period to the last. This study reexamines whether the Challenging Horizons Program-Consultation Model (CHP-C) effectively reduces or delays academic…

Adolescents' subjective well-being (SWB) is associated with a variety of schooling experiences, particularly their perceptions of teacher support. This article presents results of a mixed-methods study conducted to identify which types of perceived social support enacted by teachers are most strongly associated with middle school students' SWB…