In current multi-tier models, students who are not responsive to universal instruction receive supplementary support. Despite most students having co-occurring academic and behavior challenges, their needs are often addressed through separate academic or behavior interventions. This approach may not only be costly for schools, but it also fails to…

Behavior and academic outcomes in school are interrelated; students who struggle with academics are likelier to exhibit troublesome behavior and students who struggle with behavior tend to fall behind academically. Multitiered systems of support (MTSS) offer frameworks for providing increasingly intensive support for students with academic and…

A vast majority of elementary students struggle with the core, pre-algebraic concept of mathematical equivalence. The Improving Children's Understanding of Equivalence (ICUE) intervention integrates four research-based strategies to improve outcomes for second grade students: (1) introducing the equal sign before arithmetic, (2) non-traditional…

Several mental health programs have been developed in clinics and transported into schools, which has great potential for increasing access to intervention for students who may not be otherwise served. However, such programs may lack consideration of the complexity and constraints of schools, including the diversity of student needs and…

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems…

The purpose of this paper is to describe the implementation of an evidence-based treatment, the Incredible Years® (IY) Small Group Dina Dinosaur Treatment program, as delivered in elementary schools to address the needs of children in kindergarten through second grade with self-regulation difficulties. Adaptations for school-based delivery of 17…

As states and districts expand access to publicly funded PreK programs, researchers and policymakers have been grappling with experimental evidence demonstrating that the benefits of PreK on academic skills are not likely to last into early elementary school. A leading hypothesis to explain this phenomenon is that PreK and the elementary grades…