Purpose of Review: The purpose of this review is to provide an update on the recent research (2016-2021) that evaluates the effectiveness of school-implemented interventions for students with autism (3-21 years old) from preschool to high school. Recent Findings: Overall, the recent literature demonstrated that there are EBPs that help students…

Post-training consultation support is linked to improvements in evidence-based treatment fidelity following initial training, but little is known about what makes it work, and how clinician-level factors may moderate its effects. This study examined the adherence and competence of N = 33 school-based clinicians trained to provide modular Cognitive…

Since the transition mandates were introduced, multiple models, instructional programs, and published curricula to promote student involvement have been developed and evaluated that are evidence- and research-based practices. The federally funded "National Technical Assistance Center on Transition: The Collaborative" (NTACT:C) has…

Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten"; RRK) and its promise to improve outcomes for kindergarten…

As the youth mental health crisis continues to worsen, there is a need for more evidence-based social-emotional interventions that can be applied in schools -- the setting in which youth are most likely to seek and receive mental health treatment (Simon et al., 2015). Further, exploring ways to culturally adapt interventions for marginalized…

This study describes the implementation and findings from a consultation process designed to enhance the professional development (PD) offered to teachers working in Virginia's state-funded preschool program. A PD Rubric was developed to translate research on effective PD (i.e., PD practices linked to positive changes in teacher practice and/or…

Most students with emotional and behavioral disorders (EBD) have significant reading difficulties, but educators have few in-service professional learning opportunities geared to reading instruction for these students. The "Integrated Literacy Study Group" was developed as an online professional development program to prepare elementary…

Background: Integrated healthcare delivered by work groups in nontraditional service settings is increasingly common, yet contemporary implementation frameworks typically assume a single organization--or organizational unit--within which system-level processes influence service quality and implementation success. Recent implementation frameworks…

Approximately 5 to 7% of school-age students have a learning disability related to mathematics (Shalev, Auerbach, Manor, & Gross-Tsur, 2000), but the percentage of students who experience mathematics difficulty is much greater. For example, results from the 2015 National Assessment of Educational Progress (NAEP; National Center for Education…

In this article, Andy Frey and colleagues present the Motivational Interviewing Training and Assessment System (MITAS), an evidence-based strategy for counselors to improve student engagement. The article documents the feasibility of the MITAS and the large gains to be made in school counselor competencies through its implementation, providing a…

Young children with and at risk for emotional/behavioral disorders (EBD) present challenges for early childhood teachers. Evidence-based programs designed to address these young children's behavior problems exist, but there are a number of barriers to implementing these programs in early childhood settings. Advancing the science of treatment…