Black males are being identified in special education in urban elementary school districts at a disproportionate rate. The problem addressed in this study was that inconsistent use of multitiered systems of support leads to the disproportionate identification of urban elementary-school-aged Black males in special education. The purpose of this…

In an urban Midwestern elementary school, the teachers and administrators were perplexed by the rise in special education referrals even with the implementation of response to intervention (RTI). The problem addressed in this study is the general education teachers' implementation of RTI to identify if there were any gaps in practice and, if so,…

The main objective of this study was to evaluate the efficacy of a Tier 2 intervention within the context of the Response to Intervention (RtI) model implemented by Spanish first- to second-grade primary school teachers to improve at-risk students' transcription skills. Teachers were instructed in the administration of a writing curriculum-based…

Intervention fidelity is crucial in ensuring efficient and quality support for students in need. Some coaching strategies have evidenced positive impacts on intervention fidelity and virtual coaching has been emerging in recent years, especially during the COVID-19 pandemic. However, current literature is still limited in examining the effects of…

Children and adolescents with intellectual and developmental disabilities (IDD) are more likely to engage in challenging and interfering behavior than their typically developing peers, which has been linked to many negative outcomes. The most effective interventions to address challenging and interfering behavior incorporate function-based…

The purpose of this mixed-methods study was to explore the feasibility, acceptability, and preliminary effectiveness of a Tier 2 classroom-based motivational interviewing (MI) intervention--the Aspire Group Intervention (AGI)--designed for ninth-grade students identified as being at high risk for school dropout. The nine-lesson AGI curriculum was…

Background: The increase in the number of autistic children being identified has led to increased demand on public schools to provide high-quality services. Effectively scaling up evidence-based practice (EBP) use for autistic students is challenging, given the complicated organization of special education. Teachers have significant challenges…

Coaching is an essential component of supporting teachers to implement evidence-based practices (EBPs) in classrooms. The Self-Determined Learning Model of Instruction (SDLMI), an EBP designed to promote student self-determination, uses a research-based coaching model with six guiding principles. This qualitative study analyzed the content of…

Children with Autism Spectrum Disorder (ASD) and other Developmental Disabilities (DD) often have deficits in social, play, and language which often require substantial support to develop the skills. Caregivers and educators are often tasked with developing these skills and working to transfer those acquired skill sets across settings and people…

The aim of this qualitative case study is to investigate the fidelity to prescribed instructional practices shown by teachers in elementary classrooms. This study, conducted during the 2016-2017 Spring Term, interviewed twenty 1st to 4th grade elementary classroom teachers with reference to the fidelity measures of adherence and adaptation. NVIVO…

Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement, school dropout, and contact with juvenile justice. Research suggests that School-Wide Positive…

Schools are seeking additional ways to cultivate positive school climate and culture, address problematic behavior, and increase the social-emotional behavior competencies of students. Restorative Practices (RP) is a whole-school practice that emphasizes prevention and positive responses to challenging behavior that can be used across all settings…

Powerful learning environments (PLEs) are based on a social constructivist theory of learning, providing a stimulating, resource-rich and inquiry-supportive environment for student self-regulated learning. Fidelity of implementation (FOI) for such PLEs is dependent on several factors, the most critical factor being the teacher's belief system,…

This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The…

Systems coaching is a professional development approach focusing on the implementation fidelity of evidence-based practices and whole school reform efforts such as Response to Intervention (RtI). However, the roles, responsibilities, and supports required by systems coaches, and how the work of those tasked with facilitating capacity for RtI…