Infant-toddler programs stand to benefit greatly from evidence-informed coaching and professional development opportunities. However, few coaching initiatives have been delivered within infant-toddler programs, and these programs often face challenges that affect their educators' ability to participate. In an effort to support infant-toddler…

This dissertation presents three studies exploring mathematics interventions for students with autism spectrum disorder (ASD) including a review of literature and two intervention studies using manipulative based interventions. Specifically, the researcher conducted a systematic review of literature exploring the current state of the literature on…

Despite the upward trajectory of formal American Sign Language (ASL) instruction, evidence-based practices remain in a rudimentary stage of development. Previously, no known studies had distinctly investigated supplemental ASL laboratories (ASL labs), despite over half of ASL instructors utilizing them alongside their classes. This qualitative…

The purpose of this self-study guide is to increase the knowledge, skills, and ability of teachers to implement evidence-based instructional practices by improving the effectiveness of literacy coaching. This self-study guide is intended to help administrators, teacher leaders, and coaches determine which components of literacy coaching to…

Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children's (CEC) "Standards for Evidence-Based Practices in Special Education" to the body of research exploring the impact of…

This mixed-method study examines problems, practices, and suggestions associated with writing education in Turkish language courses. The study involved 96 Turkish teachers working in secondary schools. Using the responses from teachers, the results of the survey were presented on the basis of dimensions such as teachers' competencies in teaching…

The purpose of this study is to examine the impact of an online virtual human role-play simulation in teaching high school educators and staff to identify, talk to, and if necessary, refer students in psychological distress to support services. High school educators (N = 31,144) from 43 US states and 5 American territories completed a baseline…

The purpose of this study was to examine the effects of special educators' delivery of training that included an initial training session and follow-up coaching on paraprofessional implementation of an evidence-based practice for students with autism spectrum disorder (ASD). Three special educators each trained a paraprofessional in their…

Increasingly, students are facing hostility and violence as a result of one or more of their social group memberships. Such prejudicial attitudes and actions contribute to antagonistic intergroup relationships in public schools (i.e., K-12). This article examines dialogic approaches to prejudice reduction, with a specific emphasis on intergroup…

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…

Pupils with Special Educational Needs and Disability (SEND) have the greatest need for excellent teaching and are entitled to provision that supports achievement at, and enjoyment of, school. The attainment gap between pupils with SEND and their peers is twice as big as the gap between pupils eligible for free school meals and their peers.…

This 'best available evidence' review was commissioned by the Education Endowment Foundation (EEF) in 2019 to inform the Special Educational Needs and Disability (SEND) Guidance document (EEF, 2020). This review was commissioned explicitly as a broad overview of evidence across a range of topics, with the intention that the EEF might then…

This evidence review synthesises the best available international evidence regarding approaches to behaviour in schools to: (1) Produce an overarching model or framework explaining why school pupils may misbehave (Review 1); (2) Review the effectiveness of classroom-based approaches to behaviour trialled in robust research studies (Review 2); and…

This report describes AISD teacher concerns regarding the introduction and implementation of the district's Response to Intervention (RtI) framework in AISD middle schools during the 2010-2011 school year.