This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of U.S. 77 schools that were…

Non-compliance is a challenge for practitioners serving children with and without disabilities. Many interventions have been developed to increase compliance. High-probability request sequences (HPRS), an antecedent-based intervention that is based on behavioral momentum theory, is one way to increase compliant behavior. HPRS includes the…

The purpose of this systematic review is to examine the current check-in, check-out (CICO) literature base for inclusions of trauma-informed adaptations, specifically within the conversations occurring between CICO facilitators and students. Published studies and dissertations incorporating at least four of the five steps in the CICO intervention…

Students with emotional and behavioral disorders have historically experienced poor outcomes in the area of reading. One strategy that has been suggested for improving oral reading fluency for students with or at risk for emotional and behavioral disorders is repeated reading. However, there has not been an evidence-based review that examines the…

Students with emotional and behavioral disorders (EBDs) could be considered some of the most challenging students to serve in schools. The need for effective interventions for these students is ever-present. To design and implement empirical studies to better inform the field of EBDs, researchers must have a firm understanding of the most…

Students with emotional-behavioral disorders (EBDs) often learn in alternative classroom settings to provide more intensive instruction that meets their educational needs. Although research has demonstrated promise for several behavior intervention practices in general education settings, the generalizability of these practices to more restricted…

We conducted this systematic review to classify the evidence-base status for high-probability request sequence (HPRS) as a strategy to improve students' behavioral outcomes in general and special education settings across the K-12 continuum. Specifically, the purpose of this review was to determine whether HPRS could be classified as an…

Students with and at risk for emotional and behavioral disorders (EBD) often have unidentified co-occurring language deficits, but few studies have evaluated communication-based interventions for this population. Functional communication training (FCT) teaches a communicative response (CR) as a replacement for problem behavior. FCT is an…

Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions made regarding the effectiveness of the…

We conducted this systematic literature review to explore the current evidence base of instructional choice, a low-intensity, teacher-delivered strategy to support academic engagement and decrease challenging behaviors. Specifically, we focused on school-based settings, applying quality indicators (QIs) and evidence-based standards of the Council…

Researchers have been working diligently to build the evidence base for what works for youth with emotional and behavioral disorders (EBD). As the evidence base grows, the field must investigate what works, for whom, and under what conditions. To begin to address for whom the mounting evidence is applicable, this study systematically reviewed…

Two previous reviews have indicated that self-regulated strategy instruction (SRSD) is an evidence-based practice that can improve the writing skills of students with emotional and behavioral disorders. The purpose of this meta-analysis is to extend the findings and analytic methods of previous reviews by examining published studies regarding…

Self-regulated strategy development (SRSD) is an evidence-based intervention for use with students with emotional and behavioral disorders (EBD). To date, there are nine studies investigating SRSD in alternative education settings, including self-contained day and residential schools, with 113 students with EBD in grades 3 through 12. A brief…