Implementation of Tier 2 or supplemental reading intervention for students who struggle with reading in elementary schools is a nearly universal practice in the United States. Resources exist for assisting schools with selecting evidence-based interventions. However, there are many more explicit and implicit decisions that schools make when…

Purpose: The purpose of this scoping review was to synthesize the current evidence-based treatment practices used with school-aged children with any severity of traumatic brain injury (TBI) that could benefit the practice of speech-language pathologists (SLPs). Method: A scoping review of the literature was conducted following the Preferred…

Students with emotional and behavioral disorders have historically experienced poor outcomes in the area of reading. One strategy that has been suggested for improving oral reading fluency for students with or at risk for emotional and behavioral disorders is repeated reading. However, there has not been an evidence-based review that examines the…

A literature review of evidence-based social skills curricula that support adolescents with autism and developmental disabilities (ASD/DD) is presented. This article provides an overview of peer-reviewed articles and evaluation of the feasibility of implementing evidence-based interventions for social skills within the academic setting for…

The current review sought to describe the published literature relative to addressing trauma in schools. Through a systematic review of peer-reviewed publications as well as gray literature, we identified a total of 91 publications that were coded for study rigor as well as a number of intervention characteristics. Publications included in the…

The information literacy (IL) assessment program at Manhattan College in Riverdale, New York, instituted in 2014-2015, evaluates students' information literacy capabilities as demonstrated in their written coursework, their test performance, and their comments on library instruction sessions. Both instruction and assessment are closely linked to…

Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of…

The purpose of this study was to conduct a descriptive and quantitative review of the literature examining the effectiveness of check-in check-out (CICO), a commonly used behavioral intervention in the context of a Positive Behavior Interventions and Supports framework. Studies that experimentally investigated the effectiveness of CICO or modified…

In the ever-evolving landscape of technology and labour markets, the imperative for lifelong learning (LLL) for professional engineers has become evident. The need for interventions to equip higher education students with LLL competencies is crucial for their sustainable careers. This systematic review explores interventions in higher education…

This systematic review examined the effects of distinct physical activity interventions on the academic achievement of school students based on an analysis of four distinct outcomes: mathematics, language, reading, and composite scores. This study was performed in accordance with the PRISMA guidelines and the QUORUM statement. A literature search…

Clinical Question: Do caregivers of young children with communication disorders or children with delays/deficits in social-communication skills who participate in training and coaching on communication strategies via telepractice compared to those who participate in training and coaching on communication strategies in person show enhanced…

Students with emotional and behavioral disorders (EBDs) could be considered some of the most challenging students to serve in schools. The need for effective interventions for these students is ever-present. To design and implement empirical studies to better inform the field of EBDs, researchers must have a firm understanding of the most…

Background: Continued evolution of knowledge-to-action (KTA) theories requires increased attention to dynamics of power and ways to integrate multiple forms of knowledge. Peer learning -- a process through which knowledge users interact with other learners -- is a valuable but largely unexamined strategy for integrating practice-based knowledge in…

The prevalence of post-traumatic stress disorder symptoms in children and adolescents requires school psychologists and counsellors to be informed of evidence-based elements of interventions through which they can tailor their treatment to the individual in a school context. This meta-analysis identified common practice elements within…

Publication bias is the disproportionate representation of studies with large effects and statistically significant findings in the published research literature. If publication bias occurs in single-case research design studies on applied behavior-analytic (ABA) interventions, it can result in inflated estimates of ABA intervention effects. We…