Prior to the Guided Pathways movement, a litany of research in community colleges showed that course placement was inaccurate and ineffective. This article argues that placement might be redesigned, addressing erroneous assumptions about student success in service of pathways. This new placement would integrate three main areas of student success…

Multiple contemporary theories emphasize the quantity and quality of child vocalizations for promoting spoken language acquisition. Yet, empirical evidence for facilitating vocal development is strikingly lacking including for children with autism spectrum disorder (ASD) who have difficulty developing language. We evaluate use of contingent…

Randomized experiments are a strong design for establishing impact evidence because the random assignment mechanism theoretically allows confidence in attributing group differences to the intervention. Growth of randomized experiments within educational studies has been widely documented. However, randomized experiments within education have…

This meta-analysis presents empirical research using a Philosophy for/with Children (P4wC) approach. P4wC involves a teacher engaging in philosophical problem posing and dialogue with students. There has been research focussed on the benefits derived from this practice for students. This meta-analysis calculates the effect size of these benefits…

Social, emotional, and behavioral problems present many issues and concerns for youth, families, and schools. Schools have adopted various frameworks of prevention and intervention meant to assist with such concerns. Two widely used frameworks are positive behavioral interventions and supports (PBIS) and social-emotional learning (SEL). The…

Purpose: In the evolving landscape of the 21st century, characterized by dynamic global challenges such as health crises, climate change, and rapid technological advancements, the imperative of lifelong learning has become more pronounced than ever. Self-Regulated Learning (SRL) plays a pivotal role in lifelong learning, involving independent,…

Purpose: Stress is a risk factor for poor educational achievement and health. Mindfulness-based programming (MBP) is a viable technology for reducing stress, and Mindful Stress Buffering theory suggests that the benefits of MBP will be most pronounced during periods of high stress. This research details a replication of the MBP "Learning to…

Multi-tiered Systems of Support (MTSS) is an outgrowth of Response to Intervention (RtI). The various systems of support for students and school communities provided through these programs are integral to modern education and embedded in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. While there are many benefits to…

This experimental study explored the use of online expressive writing interventions to cope with distress from heterosexist events among a sample of autistic-LBGQ + individuals. This study included an open writing condition and an emotion focused therapy guided writing condition. Over 89% of the participants indicated that the writing exercises…

The evolving educational landscape of our students' needs post-Covid has highlighted that student response to intervention must be of concern to all educators. Our student population has experienced an event that is like no other in our shared educational histories and our response to the aftermath of this event and how we assist students who are…

Background: Indirect speech and language therapy, such as parent-implemented intervention, has been shown to be an effective approach for young children with speech and language disorders. However, relatively few studies have compared outcomes of parent-directed therapy with child-directed intervention, that is, individual therapy of a child…

Limited qualitative work has examined how response to intervention (RTI) is shaping teachers' understandings of intervention, the premise for conversation about referral, when serving diverse learners. In this case study, I use the lenses of Cultural-Historical Activity Theory and intersectionality to examine (a) how educators at one public…

The social validity of autism behavioral intervention has been questioned. Naturalistic Developmental Behavioral Interventions (NDBIs) attempt to address some concerns, but it is unclear whether autistic people consider NDBIs socially valid. Social validity of an NDBI, Pivotal Response Treatment (PRT), was investigated through autistic adults…

A recent review of literature indicated limited research about the preparation of doctoral students in early intervention/early childhood special education (EI/ECSE). The purpose of this pilot study was to address this gap in research and investigate the mentorship of doctoral students who participated in the Division for Early Childhood's…

"Cultivating Behavioral Change in K-12 Students" provides in-service educators with a long-term, team-based approach to enhancing their interventions and supports for struggling students. Given the clear visibility of trauma, crisis, and clinical challenges among children today, it is more important than ever that school professionals…