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In 20257
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Should We Use Clinician Self-Report to Tailor Implementation Strategies? Predicting Use of Youth CBT with Clinician Self-Report versus Direct Observation
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Simone H. Schriger; Steven C. Marcus; Emily M. Becker-Haimes; Rinad S. Beidas – Administration and Policy in Mental Health and Mental Health Services Research, 2025
Developing tailored implementation strategies to increase the use of evidence-based practice (EBP) requires accurate identification of predictors of their use. However, known difficulties with measuring EBP use complicates interpretation of the extant literature. In this proof-of-concept study, we examined whether the same predictors of use of…
Descriptors: Program Implementation, Youth, Evidence Based Practice, Predictor Variables
Tips for Improving Paraeducator Implementation of Behavior Intervention Plans
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Emily Eyrolles Sobeck; Rachel Robertson – TEACHING Exceptional Children, 2025
The recommendations outlined in this article focus on research-based approaches to (a) establishing a healthy teacher-paraeducator relationship and (b) planning for and providing feedback on behavior intervention plans (BIP) implementation, both of which have been found to support teacher-paraeducator collaboration and implementation of effective…
Descriptors: Evidence Based Practice, Intervention, Behavior Modification, Feedback (Response)
Not Getting Better but Not Getting Worse: A Cluster Randomized Controlled Pilot Trial of a Leadership Implementation Strategy
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Jill Locke; Catherine M. Corbin; Roger G. Goosey; Vaughan K. Collins; Mark G. Ehrhart; Kurt Hatch; Christine Espeland; Aaron R. Lyon – Grantee Submission, 2025
Background: Implementation of evidence-based practices (EBPs) in schools is fraught with challenges. Even when EBPs are initiated, deterioration of implementation efforts often hinders their long-term success. School leadership behaviors can influence teachers' EBP implementation. Our study tested an implementation strategy called Helping…
Descriptors: Evidence Based Practice, Leadership Training, Program Implementation, Program Effectiveness
Check-In/Check-Out (CICO) Participation Patterns within U.S. Schools
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Angus Kittelman; M. Kathleen Strickland-Cohen; Mimi McGrath Kato; Kent McIntosh; Robert H. Horner – Grantee Submission, 2025
Check-In/Check-Out (CICO) is a widely implemented, evidence-based Tier 2 behavior intervention used primarily in schools implementing Positive Behavioral Interventions and Supports (PBIS). The purpose of this national extant study was to examine implementation patterns using an extant database of 24,425 students within 1,766 schools across 40 U.S.…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Student Participation, Elementary School Students
What Do We Know about the Stop Now and Plan Program? A Systematic Review and Meta-Analysis of an Early Invention for Children and Youth with Conduct Problems
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Stephanie G. Craig; Katelyn Frankiewicz; Natalie R. Stearns; Julie Girard-Lapointe; Allana Cortese; Natasha Vogel; Debra J. Pepler – Prevention Science, 2025
Children who engage in aggressive behaviors are at heightened risk of being involved in the justice system, committing serious offenses, and becoming chronic offenders. The Stop Now And Plan (SNAP) program was designed as an early intervention to address several mechanisms underlying the development of conduct problems, including emotion…
Descriptors: Early Intervention, Child Behavior, Behavior Problems, Aggression
Early Childhood Teachers' Use of an FBA iOS App to Support Students Who Engage in Challenging Behaviour: A Pilot Study
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Stacy N. McGuire; Rebecca Folkerts; Charissa Richards; Hedda Meadan; Rayan Alqunaysi; Christy D. Yoon – Technology, Pedagogy and Education, 2025
Early childhood teachers receive some training related to overall classroom management but report receiving little training and support when working with children who engage in challenging behaviour. To alleviate the barriers to supporting students who engage in challenging behaviour, it may be helpful to implement a technology tool that provides…
Descriptors: Early Childhood Teachers, Behavior Modification, Student Behavior, Technology Uses in Education
Examining Behavior Specific Praise as an Individual Behavior Management Strategy in a High-Need Educational Setting
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Faith G. Miller; Nicole Swenson Wagner; Alexandria C. Robers – Preventing School Failure, 2025
Behavior specific praise (BSP) is widely regarded as an evidence-based classroom management strategy, with decades of research supporting its use. However, relatively few studies have examined the effect of BSP as a "targeted" intervention strategy, particularly for traditionally underrepresented students. The present study evaluated the…
Descriptors: Behavior Modification, Positive Reinforcement, Evidence Based Practice, Program Effectiveness