Behavior skills training (BST) with ongoing coaching is an effective form of professional development that creates sustained educator practice change and improves student outcomes. We provide a model for how BST can be used to improve the implementation of evidence-based practices with both teachers and paraprofessionals, the latter of whom often…

The move to include students with special educational needs (SEN) in mainstream education is one of the priorities of educational reform agendas in many countries. Also in Flanders (Belgium) the government's aim is to implement a more inclusive school system, but this faces some resistance from practitioners. This study examines the way in which…

Federal mandates require special education teachers to implement evidence-based practices (EBPs) to support student learning to the extent practical. There are 28 identified EBPs specifically designed for teaching students with autism spectrum disorder (ASD). Preparing special education teachers to implement EBPs with fidelity remains a challenge.…

The aim of this paper is to explore how practical knowledge can enhance higher education and Bildung for the human service professions. The paper sheds light on how governance reforms such as New Public Management have influenced higher education, where we argue that scientific rationality has weakened the professional's autonomy and…

Students with autism spectrum disorder (ASD) have complex and unique needs that can impact their success. Evidence-based practices (EBPs) have been identified that are effective with this population, yet educators may not be adequately prepared to implement such EBPs. Special education administrators are frequently responsible for developing and…

Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional…

Teachers are required to use evidence-based practices while teaching their students with autism spectrum disorder. However, there is considerable research suggesting that they need professional development (PD) to use evidence-based practices. Therefore, research needs to search for effective and efficient PD alternatives have arisen nearly during…

This unique special issue features five articles that provide guidance for middle school special education and general education content-area co-teachers on how to implement enhanced co-teaching models including specialized literacy instruction and best practices for co-teachers (e.g., co-planning; using station teaching to differentiate…

Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to…

Studies have shown that children with Special Educational Needs (SEN) are less engaged in social interactions with peers. The study attempted to investigate how Swedish preschool teachers in inclusive preschool settings implemented an evidence-based program called Play Time/Social Time; how they interpreted children's interaction; and how their…

The Alabama Coaching Framework turns superintendent, Dr. Eric Mackey's vision to provide innovative support to teachers into a reality. The framework sets the standard for how coaches in any content area conduct their work in Alabama. This evidence-based framework includes contributions across various areas of expertise within the state…

Responding to the need for educational stakeholders to be equipped to plan for constantly evolving developments in policy and practice for learners with learning and behavioral disabilities, this edited collection collates contributions from authors who predict what the next big things in the field will be, and offer recommendations on how to…

Students with mathematics difficulties and disabilities require evidence-based instructional strategies and interventions to improve their mathematical performance. Dissemination of these practices to teachers in rural settings presents specific challenges, including lack of Internet access, few discretionary resources, and geographic isolation.…

The purpose of this study was to explore the efficacy of iCoaching to increase the use of behavior-specific praise (BSP) by three educators (one teacher, two paraprofessionals) working in a rural center-based classroom for students with emotional and behavioral disabilities using a short, focused professional development and iCoaching. Results of…

The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program…