To understand the process by which evidence-based practices (EBPs) move from identification as effective through research establishing empirically validated effects, to being routinely adopted to bring about meaningful impact, we examined the selection/adaptation process within a well-established consultation model, COMPASS, applying two…

A clear gap exists between what evidence states as best practice for school-based occupational therapy and what is feasible for practitioners to implement. Evidence establishes that collaborative and contextual practice have a positive effect on student outcomes. Emerging evidence demonstrates that workload models, as opposed to caseload models,…

More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the…

As the most common setting where youth access behavioral healthcare, the education sector frequently employs training and follow-up consultation as cornerstone implementation strategies to promote the implementation of evidence-based practices (EBPs). However, these strategies alone are not sufficient to promote desirable implementation (e.g.,…

School psychologists can engage in consultation to address inequities in educational opportunities to support multiply marginalized students. This critical work is codified in the NASP 2020 Practice Model, which outlines professional and organizational principles to facilitate school psychologists' engagement in equitable, effective supports to…

The present study examined the effects of a streamlined and virtual version of conjoint behavioral consultation (CBC) as implemented by trained school professionals (e.g., school psychologists, special education teachers). The effectiveness of CBC was examined using a multiple baseline across participants design among three students with or at…

Background: Despite the known need for empirical research-to-policy studies, little is known about the factors and conditions needed to support meaningful evidence use or how to intervene to promote quality evidence use. Aims and objectives: To study research-policy processes empirically and descriptively, we conducted an ethnography that focused…

A training package for the Collaborative Model for Promoting Competence and Success (COMPASS), a multilevel consultation and coaching intervention for improved educational outcomes of students with autism, was developed and evaluated. Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating…

The postsecondary outcomes of individuals with autism spectrum disorder (ASD) are significantly worse than peers with other disabilities. One problem is the lack of empirically-supported transition planning interventions to guide services and help produce better outcomes. We applied an implementation science approach to adapt and modify an…

Objective: This systematic review evaluates the content of effective support provided to practitioners of evidence-based interventions in order to establish and maintain treatment integrity. Method: Four articles covering six outcome studies are included in this review, these studies (1) adequately operationalized treatment integrity procedures…

Although there have been several advances in the development of evidence-based practices (EBPs) to support students with disabilities, many rural schools struggle to use EBPs. Rural schools may experience challenges that constrain their potential to provide support for the implementation of EBPs. Furthermore, there may be a mismatch between EBPs…

Although there have been several advances in the development of evidence-based practices (EBPs) to support students with disabilities, many rural schools struggle to use EBPs. Rural schools may experience challenges that constrain their potential to provide support for the implementation of EBPs. Further, there may be a mismatch between EBPs and…

The use of technology for delivering professional development (PD) shows promise for reducing common barriers (e.g., feasibility, access) to dissemination of teacher-implemented classroom interventions. However, prior programs have been unable to produce satisfactory uptake and outcomes when used in isolation. Thus, the aim of this study was to…

To deliver interventions completely and consistently (i.e., with adequate treatment integrity) and, thus, have a positive impact on student outcomes, implementers, such as teachers and paraprofessionals, often require support. To efficiently deliver implementation support, school psychologists could embed research-based strategies into their…

Latinx students are the largest ethnic minority school-age population, yet they have some of the lowest reading proficiency levels and highest rates of school dropout and experience significant unmet behavioral health needs. School-based interventions addressing behavioral challenges and parent engagement are recommended to support Latinx…