Planning, developing, implementing, and sustaining organizational change, such as Response to Intervention (RTI), is a complex endeavor. This brief is designed to give practitioners guidance based on the implementation activities of middle school practitioners across the country. The authors recognize that secondary schools must consider many…

The authors conduct an evaluation of a middle school-based treatment program for youth with ADHD during early stages of treatment development. The studies focus on interpreting outcome trends in preliminary data and identifying assessment issues that will be important to consider when conducting a clinical trial. Parent reports indicate that the…

In 1991, the President of Illinois State University encouraged three Distinguished Professors, Drs. Dossey, Fitch, and Loepp (mathematics, science, and technology, respectfully), to establish an organization on campus called the Center for Mathematics, Science, and Technology (CeMaST). The originators of CeMaST immediately conceived a plan to…

Formative research is used to inform intervention development, but the processes of transmitting results to intervention planners and incorporating information into intervention designs are not well documented. The authors describe how formative research results from the Trial of Activity for Adolescent Girls (TAAG) were transferred to planners to…