The purpose of this study was to explore the effectiveness of a universal classroom-based socialemotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schools across 3 states participated in the trial. Teachers in classrooms randomly assigned to the implementation condition were provided with free access to…

Bullying and sexual harassment are commonly experienced by secondary students, yet these behaviors are seldom targeted for intervention in high schools. Norms and Bystander Intervention Training (NAB IT!) is a program designed to address bullying and sexual harassment through promoting prosocial norms and helping behaviors among high school…

Supporting college and career readiness among youth who encounter significant academic and life challenges requires innovative strategies to help them envision their futures, leverage their strengths and develop dispositions that promote positive trajectories. For youth development professionals who develop and implement novel programmatic…

Schools have long partnered with local organizations to support access to essential services like food, housing, or mental and physical health. Schools can build on wrap-around school models by helping students and families intentionally cultivate community relationships, skills, and knowledge, thus putting students on a path toward long-term…

Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff…

This manuscript describes a major revision and update of the First Step to Success Early Intervention Program, now called First Step Next. The original First Step Program was published in 1997 and the revised, updated version was published in 2015 (Walker et al.). First Step Next is a collaborative, Tier II school- and family-supported early…

This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students' written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of…

The purpose of this study was to examine how adult education providers in Chicago, Houston, and Miami are designing and implementing career pathways (CP) programming, especially for adults who are immigrants or have barriers to employment and education. The researcher-practitioner partnership included the Institute for the Study of Adult Literacy…

The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally-relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with…

To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. "Modular Approach to Autism Programing for Schools (MAAPS)" is a framework for…

Purpose: Early Achievements for Education Settings (EA-ES) is a teacher-implemented naturalistic developmental behavioral intervention for preschoolers with autism spectrum disorder (ASD) targeting core social communication impairments. The purpose of this pilot randomized controlled clinical trial (RCT) was to examine promise of efficacy of this…

The goal of this pilot study was to evaluate the effectiveness of a multi-component consultation package in improving teachers' classroom management skills, particularly among teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs. Participants were 58 elementary school teachers (93% female; 50% Non-Hispanic…

This study explored the association between coaching and the implementation of the Good Behavior Game (GBG) by 129 urban elementary school teachers. Analyses involving longitudinal data on coaching and teacher implementation quality indicated that coaches strategically varied their use of coaching strategies (e.g., modeling, delivery) based on…

Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one…