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…

Given the well-documented relation between executive functioning (EF) and math skills in preschool, there is a surprising lack of evidence on early intervention approaches that have successfully, and consistently, impacted both EF and math skills. To confront this gap in the literature, Study 1 explored why an established EF intervention impacted…

This qualitative study explores the motivations, barriers, and facilitators underpinning the adoption of the Mindset Teams programme in primary schools across Scotland. Semi-structured interviews were conducted with 18 teachers across six Mindset Teams schools and 14 wider stakeholders working across local, regional, and national levels. Findings…

This archival small-study meta-analysis was an examination of the across-study and in-study effects of functional behavioral assessment--based interventions on time-on-task for students with or at risk of emotional disturbance (ED)/emotional behavioral disorder (EBD). A sample of 15 across-study K-6 learners (11 males, 4 females; ages 5-13) was…

This study evaluated the effectiveness of faithful use of Imagine Math, a computer adaptive math intervention for elementary students in grades three through five. To achieve this objective, the researcher compared the math achievement growth as measured by the NWEA MAP math assessments from fall 2021 to spring 2022 between the treatment group and…

A robust body of evidence over the past half a century has documented the importance of early childhood experiences for adult outcomes. From maternal prenatal care to early intervention in infancy and toddlerhood, and through high-quality care and educational experiences in the preschool years, support services and programs for families and young…

Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for…

Bullying is a significant problem in the USA, with both school bullying and cyberbullying peaking in middle school. Although 80% of students witness bullying, only half of middle school students report bullying to their teachers. Bystander training is effective in teaching students how to intervene; however, teachers play an instrumental role in…

Moderate feeding problems affect many children with autism spectrum disorder and often co-occur with disruptive mealtime behaviors. Although parent-mediated interventions have shown promise to support feeding problems, research has primarily occurred within randomized controlled trials when delivered by highly trained clinicians in specialty…

Today, all 50 states have adopted some form of a tiered support system. Different levels of adaption were observed as a result of diverse considerations from state education agencies. We adopted the secondary research approach and carefully reviewed the information presented on each state's DOE Website. Through this research, we developed the…

This manuscript provides a detailed examination of comprehensive school-based dialectical behavior therapy (CSB-DBT) as a critical component to the DBT services continuum provided in schools. Because suicide is the second leading cause of death among adolescents along with increased prevalence of self-harming behavior, schools often find…

Students need strong literacy skills to succeed in core academic subjects--English, mathematics, science, and social studies--and to be prepared for college and careers. "Reading Apprenticeship"® is a professional development program that aims to help teachers improve their students' literacy skills. The program also aims to improve…

In Chicago, despite an increase in high school graduates and college enrollment, only one in four community college students graduate within three years. COVID-19 exacerbated longstanding barriers to college success faced by students from low-income backgrounds, as well as for Black, Latino, and Indigenous students. Without proactive interventions…

This study analyzed general education teachers' knowledge of a multi-tier system of support (MTSS), as well as their understanding and implementation of effective practices within tier 1. It further studied their current application of tier 1 interventions at Garden State School District. As the framework of a multi-tier system of support became…

There is a growing body of evidence in the area of effectiveness of MTSS/RtI programs, specifically in the area of gender, classification and at-risk students. However, the body of evidence reflects that the impact of the RtI's effectiveness is minimal. More research that addresses the level of effectiveness of RtI programs is needed. Through the…