The effectiveness of school-based universal prevention programs is frequently diminished due to low-quality implementation. Organizational factors support high-quality implementation because of their broad influence across implementers. Conceptually, implementation leadership (i.e., behaviors that prioritize, reward, and support evidence-based…

Racial/ethnic minoritized youth are underrepresented in autism research. Documented inequities in accessibility to and utilization of autism-specific services highlight the importance of better understanding for whom and under what conditions autism evidence-based practices (EBPs) work. This report examines the race, ethnicity, sex, and gender of…

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…

Background: Implementation of evidence-based practices (EBPs) in schools is fraught with challenges. Even when EBPs are initiated, deterioration of implementation efforts often hinders their long-term success. School leadership behaviors can influence teachers' EBP implementation. Our study tested an implementation strategy called Helping…

Background: Few "intervention agnostic" strategies have been developed that can be applied to the broad array of evidence-based practices (EBPs) in schools. This paper describes two studies that reflect the initial iterative redesign phases of an effective leadership-focused implementation strategy--Leadership and Organizational Change…

Background: Autistic youth primarily receive services in public schools from educators who persistently report variable training and use of evidenced-based practices (EBPs). Educational achievement of individualized goals may be hindered by inconsistent implementation of EBPs. Objective: To better understand EBP training practices, this study…

Educators struggle to select evidence-based practices (EBPs) for autistic students, which is an important skill to develop for special educators in training (SETs). To examine how these SETs learn and begin to make decisions about instructional practices for autistic students to attain their goals, we interviewed and surveyed 11 SETs before and…

Background: "Remaking Recess (RR)" is a school-based evidence-based peer social engagement intervention for autistic students. RR involves direct training and coaching with educators; however, educators face several barriers to implementation at both the individual- and organizational-levels. This protocol paper describes a multi-site…