Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies. To address…

Providing support to students with challenging behaviors is a critical focus of classroom teachers' success. Finding ways to prevent and mediate academic and behavioral difficulties is a high priority area for both research and practice. The focus of this study is on the effects of implementation of Orton-Gillingham Reading intervention strategies…

While the long-term societal costs for youth with disruptive behavior disorders are well documented, there is a dearth of information about the comprehensive costs of implementing even the most well-regarded early intervention programs, and the costs of scaling effective interventions are even less well understood. This study estimated the costs…

This case study describes the actions and processes of implementing Behavior Support Coaching for Paraprofessionals (BSC-P) with a kindergarten teacher and paraprofessional to support the implementation of behavior support plans with three students in a high-poverty elementary school. BSC-P consists of eight, 40-min coaching sessions using direct…

Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional-behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects…

The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…

The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems…

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems…

A growing body of research exists on the effectiveness of classroom-based intervention programs to prevent and ameliorate social, emotional, and learning difficulties demonstrated by young children at risk for emotional and behavioral disorders (EBD). Yet, little research has examined the influence of these targeted intervention programs on the…

How do we remove learning barriers and provide all students with the opportunity to succeed? Written for both general and special educators from grades Pre-K through 12, "What Really Works with Universal Design for Learning" is the how-to guide for implementing aspects of Universal Design Learning (UDL) to help every student be…

The current study examined the impact of the relationship-enhancement phase of the Teacher-Child Interaction Training (TCIT) intervention on child behavior and teacher skill use within an urban therapeutic classroom milieu. Participants included four preschool children (mean age 4 years, 8 months) with clinical diagnoses attending a therapeutic…

As the field of early childhood mental health continues to expand and evolve, the evidence base is growing, and early childhood mental health consultation is viewed as a promising practice. However, there continues to be a need for further research, with particular attention given to the utility and effectiveness of this approach with infants and…

Variables affecting the sustained implementation of evidence-based practices are receiving increased attention. A descriptive analysis of the variables associated with sustained implementation of First Step to Success (FSS), a targeted intervention for young students at risk for behavior disorders, is provided. Measures based on a conceptual model…

Young children with and at risk for emotional/behavioral disorders (EBD) present challenges for early childhood teachers. Evidence-based programs designed to address these young children's behavior problems exist, but there are a number of barriers to implementing these programs in early childhood settings. Advancing the science of treatment…