This review describes available research on interventions delivered by Occupational Therapists (OTs) in schools to identify the outcomes addressed and in which tiers of support (universal, focalized or intense) the interventions are situated. Previous reviews focus on the effectiveness or efficacy of OT school interventions, but the participation…

Multitiered systems of support (MTSS) are an effective and efficient framework burgeoning in schools across the United States. School-based occupational therapy practitioners (SBOTPs) have much to offer in the MTSS framework and can influence school-based outcomes. Understanding the current literature and its implications for practice is…

Self-determination is a predictor of postschool success. The importance of self-determination instruction for students with and without disabilities is increasingly being recognized. The Self-Determined Learning Model of Instruction (SDLMI) has been implemented in various settings and at various intensities with all students. Researchers have…

The provision of progress monitoring is mandated under federal law for children receiving special education services. In recent years, professional organizations have recommended that this provision be extended to include children receiving services within multi-tiered systems of support. Organizations representing the field of early childhood…

The provision of progress monitoring is mandated under federal law for children receiving special education services. In recent years, professional organizations have recommended that this provision be extended to include children receiving services within multitiered systems of support. Organizations representing the field of early childhood…

Notwithstanding the multiple descriptions and principles associated with trauma-informed schools (TIS), the field lacks a well-defined operational definition of TIS. This scoping review aimed to characterize TIS intervention components and implementation strategies described in published studies of TIS. This review also examined the extent to…

Positive behavior interventions and supports (PBIS) is a three-tiered framework shown to improve student behavioral outcomes. There has been considerable investment in scaling up Tier 1 PBIS but less focus on scaling Tier 2 supports. Having greater insight into teachers,' students,' and families' perceptions regarding the social validity of Tier 2…

Background: The opioid epidemic has created unprecedented challenges in the United States (US), including hundreds of thousands of lives lost to overdose in the past five years. Expansion of prevention and treatment for opioid use disorder (OUD) is urgently needed, as evidence-based strategies exist but many remain unable to access life-saving…

Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback,…

Suicide rates among Black youth have risen faster than any other racial/ethnic group in the past two decades. Black youth residing in rural areas are subject to systemic challenges such as minimal access to mental healthcare providers, generational poverty and oppressive social structures that lead to racial discrimination. Racial discrimination…

The need for evolving support interventions that can help students in a wide range of settings is an ongoing requirement for middle schools today. Token reinforcement, which is a form of extrinsic motivation and incentivization, is studied within this meta-analysis to determine if significant treatment effects exist overall and if there are…

This article reviewed published research on implementing the Response to Intervention (RTI)/Multi-tiered Systems of Support (MTSS) educational framework in mathematics at public schools. Today, all 50 states have adopted different forms of the tiered educational system, and the focus of these support systems is switching from model building to…

Purpose: This tutorial highlights the challenges and opportunities school-based speech-language pathologists (SLPs) face related to engagement with the multitiered systems of support (MTSS) framework in their public school work practices. It positions SLP involvement in MTSS as an area where a gap between research and practice exists and…

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…