Early child care and education providers provide instruction to diverse learners, including children with developmental delays but often lack training in use of evidence-based instructional strategies to support children's meaningful learning engagement. This preliminary study examined effects of the Early Achievements for Child Care Providers…

The purpose of this study was to explore the effectiveness of a universal classroom-based socialemotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schools across 3 states participated in the trial. Teachers in classrooms randomly assigned to the implementation condition were provided with free access to…

The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; M[subscript age] = 5.16 years; 84% Hispanic/Latino background) with at-risk or clinically…

Training and coaching with performance feedback has been effective for supporting teachers to use evidence-based instructional practices. However, coaching with performance feedback has primarily been used to support teachers to use discrete skills, and there has been little evidence of maintenance and generalization. The purpose of this study was…

Ninth grade is a pivotal year for students. Numerous studies find that academic performance in 9th grade often sets the student's trajectory throughout the high school years, as well as the probability of graduation. The Building Assets Reducing Risks (BARR) model is a comprehensive approach that addresses developmental, academic, and school…

Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English Learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural…

This study tests the impact of a randomly assigned professional development coaching intervention (MyTeachingPartner-Secondary; MTP-S) on teacher projections of their students' educational attainment. Results indicate that students who report more behavior problems in the Fall of the academic year are projected by teachers to have lower future…

Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for…

We conducted a randomized field trial to test an academic vocabulary intervention designed to bolster the language and literacy skills of linguistically diverse sixth-grade students (N = 2082; n = 1469 from a home where English is not the primary language), many demonstrating low achievement, enrolled in 14 urban middle schools. The 20-week…

The purpose of this study was to evaluate whether the Targeted Reading Intervention (TRI), a professional development and early reading intervention program delivered via webcam technology, could support the early reading progress of English learners (ELs). Participants for the current study were drawn from a larger three-year randomized…

This study investigated: 1) the influence of alphabet instructional content (letter names, letter sounds, or both) on alphabet learning and engagement of English only and dual language learner (DLL) children, and 2) the relation between children's initial status and growth in three underlying cognitive learning processes (paired-associate,…

We report on a practitioner implementation of Fusion, a first grade mathematics intervention. Studies such as this evaluation of a loose implementation under realistic conditions are important to curriculum developers' understanding of how evidence-based programs and tools work under a variety of implementation scenarios. In this…

This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…

This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall…

The purpose of this article is to describe the practice-based coaching model used in BEST in CLASS, a Tier-2 classroom-based intervention comprised of evidence-based instructional practices designed to prevent and ameliorate the chronic problem behaviors of young children at risk for the development of emotional/behavioral disorders. Following a…