Schools are increasingly adopting universal social-emotional learning (SEL) programs to support students' prosocial development and academic success. When adopted across contexts and student populations, SEL interventions can be implemented in different ways, particularly under typical classroom conditions that are not part of research efficacy…

Implementation fidelity is often thought of as a necessary condition to achieve internal validity and as having a relation to student outcomes. This relation is increasingly modeled; we reviewed reading intervention studies for students in pre-K-12 in which measures of implementation fidelity were included in final data analysis. A systematic…

There is an apparent need to identify resource- and time-efficient approaches to supporting teacher implementers of behavioral interventions. The purpose of this study was to evaluate the effectiveness of a brief training and intermittent performance feedback coaching model on teacher implementation of a multicomponent behavioral intervention.…

This article describes the challenges and triumphs in introducing music in the primary division of a private elementary school in Riyadh, Saudi Arabia. Data sources included classroom observations, field notes, lesson plans, professional development materials, photographs, audio-recordings, videos, surveys, and interviews. Data were analyzed using…

This article describes the professional development initiative called Effective Behavioral and Instructional Support Systems (EBISS). The initiative focuses on an integrated, multitiered framework that provides literacy and behavioral supports based on students' needs. Systems coaching can be an implementation driver, but little is known related…

This study examines the effectiveness of scaling up a vocabulary intervention, pre-K-first grade, using a structured adaptation of the World of Words that allowed teachers some autonomy over its implementation. The purpose was to determine whether such an adaptation could maintain fidelity and promote positive child outcomes. Classrooms (pre-K…

Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten;" RRK) and its promise to improve outcomes for kindergarten…