Although the number of U.S. schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators (N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and…

In December 2014, then Secretary of Education Arnie Duncan announced that $226 million had been awarded to 18 states under the Preschool Development Grants (PDG) program. Duncan said that expanding access to high quality preschool programs was critically important, and that the states receiving funding would serve as a model for others. The goal…

This document compiles information from multiple sources to offer readers a snapshot of Preschool Development and Expansion Grant (PDG) states' progress towards implementing a full comprehensive assessment system, as well as the tools they are using for each of the components.

Fidelity assessment has received renewed attention in recent years, particularly as distinctions have been made in implementation science between intervention fidelity and implementation fidelity. Considering both types of fidelity has been recommended when developing fidelity instruments. In the present article, we describe development of the…

Fidelity assessment has received renewed attention in recent years, particularly as distinctions have been made in implementation science between intervention fidelity and implementation fidelity. Considering both types of fidelity has been recommended when developing fidelity instruments. In the present article, we describe development of the…

A quantifiable measure of teachers' intervention fidelity when delivering curriculum-based interventions allows researchers to interpret the effectiveness of the curricula under scrutiny. Fidelity measures, however, must accurately represent the critical components of an intervention to confirm that the intervention was delivered as intended and…

The National Center for Research on Early Childhood Education's (NCRECE) program of research is a series of experimental studies of specific approaches to training early childhood (EC) educators to be effective in implementation of curriculum and instructional interactions focused on promoting language and literacy skills, two domains that operate…

The purpose of this study was to investigate the efficacy of function-based interventions on the challenging behavior of three young boys with autism in rural Tennessee. Tennessee preschool teachers serve primarily rural communities, marked by high poverty rates and lack of access to ongoing teacher training and consultation. Positive Behavior…