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Z. Ayotola Onipede; Alayna Lee Park; Anna S. Lau – School Mental Health, 2024
Notwithstanding the multiple descriptions and principles associated with trauma-informed schools (TIS), the field lacks a well-defined operational definition of TIS. This scoping review aimed to characterize TIS intervention components and implementation strategies described in published studies of TIS. This review also examined the extent to…
Descriptors: Trauma Informed Approach, Equal Education, Educational Practices, Multi Tiered Systems of Support
Marissa J. Filderman; Christy R. Austin – Beyond Behavior, 2024
Students with and at risk for emotional and behavioral disorders (EBD) struggle to acquire and develop writing skills. To support their students' unique needs, it is important for teachers to monitor student writing progress to make instructional decisions based on data. In this article we describe methods for progress monitoring focused on…
Descriptors: Emotional Disturbances, Behavior Disorders, At Risk Students, Writing Skills
Sugita, Trisha; Busse, R. T.; Aryadad, Abraham H. – Contemporary School Psychology, 2023
The 2017 Supreme Court ruling in "Endrew vs. Douglas County" charged educators to provide evidence toward the attainment of Individual Education Plan (IEP) goals beyond "de minimus" educational benefit. The purpose of this article is to present two methods that may be useful for supporting IEP teams in evaluating progress…
Descriptors: Court Litigation, Students with Disabilities, Individualized Education Programs, Evaluation Methods
Susan Larson Etscheidt; Nicole R. Skaar; Kerri L. Clopton; Stephanie L. Schmitz – TEACHING Exceptional Children, 2024
This manuscript offers an approach to secure needed SBMHS for students with disabilities through unique applications within the IEP development process, informed by an analysis of recent case law. We will discuss six components of this approach. First, the need for SBMHS must be established through evaluation data. Data sources to confirm the need…
Descriptors: School Health Services, Mental Health, Students with Disabilities, Individualized Education Programs
Stacy Shamlin Junjulas; Jennifer Lasater McKinney; Kristie Byrne Chandler – Alabama Journal of Educational Leadership, 2024
This quantitative descriptive study, a collaborative effort of the research team and 316 Alabama public high school leaders is significant as it identifies the intervention strategies used in Alabama's public high schools and the school principals' perceived effectiveness of these strategies in improving student performance on the math portion of…
Descriptors: Mathematics Instruction, Teaching Methods, Secondary School Mathematics, Mathematics Achievement
Simon Vurayai – Educational Practice and Theory, 2024
This study employed the Systematic Review (SR) methodology to examine the content and reasons for resisting the implementation of Continuous Assessment Learning Activities (CALA) in Zimbabwean Secondary schools. The Overcoming Resistance to Change (ORC) model was exploited as the analytical lenses. The study found that factors such as education,…
Descriptors: Foreign Countries, Secondary Education, Program Implementation, Resistance to Change
Sussman, Katya; Burns, Matthew K.; Lembke, Erica S. – Journal of Educational and Psychological Consultation, 2022
The current study examined the effects of using a teleconsultation model called ECHO-MTSS on self-efficacy of implementing aspects of data-based individualization (DBI) with 38 educators. Self-efficacy was measured with a 15-item survey that assessed five different areas of the DBI process (i.e., intervention protocol, progress monitoring,…
Descriptors: Multi Tiered Systems of Support, Consultation Programs, Telecommunications, Self Efficacy
Raviv, Tali; Smith, Mashana; Hurwitz, Laura; Gill, Tara L.; Baker, Sybil; Torres, Stephanie A.; Bowen, Iman E.; Cicchetti, Colleen – Psychology in the Schools, 2022
Investing in school mental health programs has the potential to improve youths' access to mental health services. Barriers to the implementation of school mental health programs include limited workforce capacity, competing priorities, and lack of coordinated care. The current paper describes the history, development, and key components of the…
Descriptors: Positive Behavior Supports, Mental Health Programs, School Health Services, Program Implementation
Kumm, Skip; Maggin, Daniel M. – Beyond Behavior, 2021
Goal setting is a research-informed intervention that has demonstrated improved behavioral outcomes for students with emotional and behavioral disorders. However, not all students will respond to goal-setting interventions delivered in a standard format, requiring planning, implementation, and ongoing evaluation of more intensive goal-setting…
Descriptors: Goal Orientation, Intervention, Emotional Disturbances, Behavior Disorders
Allison Nannemann; Sunaina Shenoy; Christopher Johnson – Learning Disabilities Research & Practice, 2024
Response to intervention (RTI) is a valuable framework for providing effective and equitable educational opportunities to all students; however, recent research indicates that RTI programs are not achieving their potential for promoting student learning. As schools develop, implement, and sustain RTI systems, they would benefit from the addition…
Descriptors: Response to Intervention, Reading Programs, Program Development, Program Implementation
Hughes-Belding, Kere; Luze, Gayle J.; Walter, Melissa Clucas – Child & Youth Care Forum, 2021
Background: Progress monitoring is a vital strategy for evaluating skill development of young children receiving disability related services. Few effective progress monitoring tools exist for infants and toddlers, and research is needed to examine feasibility as they become available. Objective: The current study examined the implementation of an…
Descriptors: Infants, Toddlers, Measures (Individuals), Program Evaluation
Gray, Cameron C.; Perkins, Dave; Ritsos, Panagiotis D. – Assessment & Evaluation in Higher Education, 2020
The field of learning analytics is progressing at a rapid rate. New tools, with ever-increasing number of features and a plethora of datasets that are increasingly utilized demonstrate the evolution and multifaceted nature of the field. In particular, the depth and scope of insight that can be gleaned from analysing related datasets can have a…
Descriptors: Educational Research, Data Collection, Data Analysis, Visual Aids
Bruhn, Allison L.; McDaniel, Sara C. – Journal of Emotional and Behavioral Disorders, 2021
The purpose of Tier 2 positive behavior interventions and supports (PBIS) is to address identified social, emotional, and behavioral needs with efficient, targeted interventions. Although only 10% to 15% of each school's population will require Tier 2 supports, without effective systems, practices, and data, students will continue to demonstrate…
Descriptors: Positive Behavior Supports, Intervention, Behavior Modification, Social Development
Truckenmiller, Adrea J.; Brehmer, Julie S. – Reading & Writing Quarterly, 2021
Implementation of Tier 2 or supplemental reading intervention for students who struggle with reading in elementary schools is a nearly universal practice in the United States. Resources exist for assisting schools with selecting evidence-based interventions. However, there are many more explicit and implicit decisions that schools make when…
Descriptors: Reading Instruction, Supplementary Education, Intervention, Elementary School Students
Whitney, Todd; Ackerman, Kera B. – Beyond Behavior, 2020
Positive and constructive feedback is a form of positive reinforcement essential to effective instruction and classroom management. This article provides practitioners with a range of realistic positive and constructive feedback strategies and descriptions of how such feedback can be implemented in schools and classrooms, with a special focus on…
Descriptors: Student Behavior, Behavior Disorders, Emotional Disturbances, Positive Reinforcement