Racial/ethnic minoritized youth are underrepresented in autism research. Documented inequities in accessibility to and utilization of autism-specific services highlight the importance of better understanding for whom and under what conditions autism evidence-based practices (EBPs) work. This report examines the race, ethnicity, sex, and gender of…

Novice teachers report feeling unprepared for classroom management following teacher preparation and requested additional support. Evidence-based, preventative, and nonverbal classroom management strategies help teachers develop positive environments and support active learning. This is a study of how novice teachers' feelings of unpreparedness…

This article presents the "Readiness for Solutions to Lower Violence Model (ReSOLV)" a model generated from Elinor Ostrom's Institutional Analysis Framework, as an alternative approach for adopting equitable and evidence-based strategies to reduce violence in schools and communities. The article explores application of the model within…

This paper presents findings from a review of 19 national curriculum policy frameworks (NCPFs) across the globe and discusses dominant and culturally specific discourses that shape early childhood education (ECE). We combine two frameworks of developmental universality and specificity and culturally contextualised pedagogy to explore whether and…

In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can…

Background: School-based, comprehensive sexual health education is an important strategy for addressing the needs of youth in rural communities. However, few evidence-based programs have been developed specifically for or with rural youth, thus raising questions of their applicability and acceptability. Methods: From September 2021 to January…

Purpose: To explore factors influencing compliance with COVID-19 recommended preventive behaviours focusing on types of information sources about COVID-19, learning about disinfectant use and constructs of the Health Belief Model among adolescents at the start of the COVID-19 pandemic. Design: Cross-sectional descriptive design. Setting: A survey…

Policy makers have taken more interest in career and technical education (CTE) in recent years, but evidence regarding what kinds of programs produce the most important outcomes is still emerging. Shaun M. Dougherty summarizes what recent research tells us about the impact of these programs. Evidence has shown that CTE-dedicated schools, career…

Non-compliance is a challenge for practitioners serving children with and without disabilities. Many interventions have been developed to increase compliance. High-probability request sequences (HPRS), an antecedent-based intervention that is based on behavioral momentum theory, is one way to increase compliant behavior. HPRS includes the…

Autistic students benefit from child-centered goals that align with evidence-based practices (EBPs) that meet their individualized needs, however, most teachers are not trained in how to implement autism-specific EBPs. The challenges do not lie with teachers alone. Professional development (PD) providers, such as district or regional autism…

Tiered instructional supports are on a steep growth trajectory in the US and getting underway internationally as a means to providing equitable education to all student groups. In the US, the Department of Education funded the expansion of multi-tiered system of support (MTSS) through school and personnel improvement grants to states. This…

Inclusion of students with autism in general education classrooms is increasing. However, barriers to inclusion, such as limited teacher training and limited knowledge of autism, are often compounded in districts where large percentages of students live in poverty. This study examines general education teachers' perceptions, training needs, and…

Coaching is an important component in multi-tiered systems of support (MTSS) such as school-wide positive behavioral interventions and supports (SWPBIS), but little is known about which coaching activities are most related to sustained implementation of this school-wide framework. A survey was developed to examine the amount of receipt and…

Background: The increase in the number of autistic children being identified has led to increased demand on public schools to provide high-quality services. Effectively scaling up evidence-based practice (EBP) use for autistic students is challenging, given the complicated organization of special education. Teachers have significant challenges…

High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with autism spectrum disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective…