The EdResearch for Action "Design Principles Series" focuses on a single program or practice that has been proven to have positive effects on student outcomes. Authors -- leading experts from across the field of education research -- look across many high-quality studies of similar programs to identify the components and conditions that…

In "In Support of Students: A Leader's Guide to Equitable MTSS," a team of distinguished educators delivers a comprehensive and insightful discussion of how to create evidence-based and equitable multi-tiered systems (MTSS). In the book, you'll find the practical tips and tools you need to support the implementation and redesign of…

The use of data-based decision making is critical in any classroom, but especially in special education settings. "The Teacher's Guide to Action Research for Special Education in PK-12 Classrooms" describes the basic concepts of action research and how this process can support student success in the classroom and beyond. This practical,…

The purpose of this qualitative descriptive study was to explore how special education teachers described their level of awareness of evidence-based practices (EBPs) and self-efficacy to identify and implement EBPs in one school district in Southern California. The target population was Pre-k to 12, classroom-based special education teachers…

Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers' experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators.…

All interventions -- whether academic, behavioral, or social-emotional -- should be consistently delivered as planned to realize desired student outcomes. In other words, they should be delivered with fidelity. School psychologists can address this concern by monitoring fidelity and providing support for intervention implementation. In this final…

The purpose of this longitudinal study was to examine patterns in implementation of Tiers 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2…

The Every Student Succeeds Act's evidence requirements mandate the use of research in the selection of school improvement interventions, with the aim of ensuring that schools and districts invest their efforts and funding more wisely. This study of eight states presents three different approaches to the evidence requirements: using lists of…

The present study provides a "breadth" and "depth" perspective of the current landscape for school suicide prevention (SSP). Despite an increase in SSP programming, practices, and policy, there remains a gap in understanding of how widely these activities are disseminated and implemented. Additionally, there is a lack of…

The purpose of the present study was to evaluate administrator perceptions of the second-year implementation of Dynamic Impact (DI) in Worcester County Public Schools (WCPS) by Johns Hopkins' Center for Technology in Education (CTE). As described by CTE, DI builds the capacity of school districts to form and sustain high-performing teams using…

The current implementation fidelity narrative in education is one written in federal legislation (e.g., ESSA, 2015; IDEA, 2004) and peer-reviewed journals (e.g., Chu et al., 2020; Noell et al., 2014). While teachers represent a significant force for the implementation of evidence-based practices in schools, their experiences and wisdom are often…

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…

CEC's 2020 Practice-Based Standards for Preparation of Special Educators (K-12) identify proficiencies considered essential for successful entry into the profession. To assist Educator Preparation Programs (EPPs) in the design and assessment of programs aligned with these new Standards, the authors introduce a six-step approach that is systematic,…

Mental illness is an epidemic sweeping the nation and, more specifically, the world of education (Salerno, 2016). According to the Center for Disease Control and Prevention [CDC] (2020b), approximately 4.4 million children 3-17 years old in the United States have been diagnosed with anxiety, and approximately 1.9 million diagnosed with depression.…

Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional…