Although there are a growing number of implementation strategies to increase the adoption, fidelity, and sustainment of evidence-based practices (EBP), they are often complex and bulky, which can interfere with their widespread application. To address these challenges, the Helping Educational Leaders Mobilize Evidence (HELM) strategy was created…

The purpose of this study was to understand one type of restorative discipline, collaborative conversations, which uses a structured dialogue process between an adult and a student to address disciplinary incidents. This study presents existing literature on restorative discipline and the benefits of a one-on-one model like the one discussed in…

Limited research has been conducted on coaching of paraprofessionals who serve students with disruptive behaviors. This study builds upon a randomized controlled trial investigating the intervention effects of the Behavior Support Coaching for Paraprofessionals model by examining the specific behavior concerns, coaching goals, and interventions…

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…

Coaching can increase elementary school teachers' implementation of evidence-based classroom practices, including equity-centered or culturally responsive practices. However, coaching by personnel external to schools can be expensive and difficult to sustain. Community science principles and social network research suggest the potential of…

Check-In/Check-Out (CICO) is a widely implemented, evidence-based Tier 2 behavior intervention used primarily in schools implementing Positive Behavioral Interventions and Supports (PBIS). The purpose of this national extant study was to examine implementation patterns using an extant database of 24,425 students within 1,766 schools across 40 U.S.…

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: Educators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a…

Background: The Evidence-Based Practice Attitudes Scale (EBPAS) is widely used in implementation research, but it has not been adapted and validated for use among general education teachers, who are most likely to deliver evidence-based prevention programs in schools, the most common setting where youth access social, emotional, and behavioral…

Introduction: Due to usability, feasibility, and acceptability concerns, observational treatment fidelity measures are often challenging to deploy in schools. Teacher self-report fidelity measures with specific design features might address some of these barriers. This case study outlines a community-engaged, iterative process to adapt the…

Being able to understand, interpret, and critically evaluate data is necessary for all individuals in our society. Using the PreK-12 Guidelines for Assessment and Instruction in Statistics Education-II (GAISE-II; Bargagliotti et al., 2020) curriculum framework, the current paper outlines five evidence-based recommendations that teachers can use to…

Objectives: We conducted a mixed-method focus group study to (a) assess the appropriateness and likely effectiveness of strategies that target individual behavior change mechanisms associated with perceived barriers of lack of time and unsupportive leadership and (b) identify recommendations regarding strategies for overcoming the barriers.…

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…

Stealth assessment is intended to not only measure important competencies, but also to support their development during gameplay or within other types of immersive learning environments. It uses evidence-centered assessment design to create the models (Mislevy, Steinberg, and Almond 2003), in conjunction with a statistical scoring and accumulation…

Schools offer an advantageous setting for prevention, early identification, and treatment of mental health problems for youth. However, school mental health (SMH) services are typically not based on evidence for effectiveness, nor are they efficiently delivered, with SMH practitioners (SMHPs) able to only treat a small number of students in need.…