Limited research has been conducted on coaching of paraprofessionals who serve students with disruptive behaviors. This study builds upon a randomized controlled trial investigating the intervention effects of the Behavior Support Coaching for Paraprofessionals model by examining the specific behavior concerns, coaching goals, and interventions…

Limited research has been conducted on coaching of paraprofessionals who serve students with disruptive behaviors. This study builds upon a randomized controlled trial investigating the intervention effects of the Behavior Support Coaching for Paraprofessionals model by examining the specific behavior concerns, coaching goals, and interventions…

The prevalence of externalizing behaviors imposes a far-reaching negative impact on students' social, behavioral, and academic outcomes, which constitute a public health issue in low-resource and populous developing countries (e.g., China). Compared to the "one-size-fits-all" approach (OSFA; forcing a single evidence-based intervention…

Successful implementation of school-wide interventions (i.e., delivered to all students by a wide array of school personnel) is key to promoting students' academic achievement and psychosocial development. Yet, the implementation of school-wide interventions is complex and can be psychologically taxing for implementing personnel. If evidence-based…

Although social and emotional learning (SEL) benefits children and youth worldwide, classifying a program as SEL is insufficient to capture its variability of content. There is currently little to aid in identifying specific program content so that foci may be identified (e.g., self-management skills vs. social skills). This gap poses a difficulty…

The last decade has seen an increased focus through policy and research for schools to move towards an evidence-informed practice. Although some practitioners now access the external research evidence when deciding which interventions to adopt in their school, research suggests many still do not. Instead, approaches to teaching and learning are…

From noted authorities, this book presents a comprehensive approach to designing and implementing evidence-based Tier 3 behavior interventions for K--12 students. The authors' functional assessment-based intervention (FABI) process has been supported by multiple peer-reviewed studies conducted in authentic educational environments. Step by step,…

The use of Evidence-based Practices (EBPs) in schools is heavily emphasized in educational research and policy; however, many teachers do not use EBPs for reading instruction and intervention. Previous research on the limited use of EBPs in classrooms has primarily focused on teacher characteristics, such as their attitudes or beliefs toward these…

Successful implementation of school-wide interventions (i.e., delivered to all students by a wide array of school personnel) is key to promoting students' academic achievement and psychosocial development. Yet, the implementation of school-wide interventions is complex and can be psychologically taxing for implementing personnel. If evidence-based…

The demand for preventive and easily implemented interventions to address the needs of children with significant behavioral challenges in general education settings is well-documented. First Step to Success is an evidenced-based program to address challenging behavior in preschool and elementary-school settings with a 20-year history of successful…

While an abundance of evidence-based mathematics interventions are available to support students' mathematics fluency, research suggests that they are not often implemented within schools. Moreover, national data suggests that most students in the United States are not meeting grade level expectations in mathematics. This underperformance coupled…

Background: Educators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a…

Effective teaching starts with quality instruction that most students respond well to. However, about 35% of students will require specialized and more intensive instruction to meet academic and behavioral standards. Both students with exceptionalities who are eligible to receive special education and related services and students who are placed…

The purpose of this quantitative ex post facto study was to examine if a significant difference exists between the number of rural K-3rd grade student referrals to Evidence Based Instruction, EBI, prior to and post leaders' implementation of reading legislation bill in the Mid-Western United States. There is an increased awareness of the…

Despite the generally highly individualised educational needs of children, when it comes to reading, three collective patterns of concern tend to arise. Research explicitly highlights the disparity that at-risk children and children with a disability may face in the classroom, as well as the longstanding ripple effects of early language and…