Autistic children often require support in various competencies during early childhood. Parents and practitioners must collaborate for optimal child outcomes. Previous research indicates that parent-mediated learning supports children's social communication, encourages parent-practitioner collaboration, and fosters parental feelings of support.…

This Spotlight explores key aspects of MTSS implementation, including its relationship to special education and effectiveness in improving student outcomes. Discover how MTSS can be used to support social-emotional learning, address discipline disparities, and ensure equitable access to resources and support. By combining data-driven…

This study explored the experiences of professionals and parents from the United Kingdom and China of autism-relevant policies, school involvement, and applied behavior analysis-based interventions. Semistructured interviews involving 36 parents and professionals and direct behavioral observations were carried out of five parents and three…

In response to two calls for continued research focused on PBIS and students with extensive support needs, researchers from the TIES Center and Center on PBIS conducted this literature review to summarize the current literature. This report summarizes the characteristics of the literature and implications for practice and future research…

Background: In recent years, the delivery of early intensive behavioral intervention (EIBI) for children with autism spectrum disorder (ASD) in the United States has significantly changed. More children with ASD than ever before are eligible to use publicly funded EIBI. Yet, the challenges to large-scale implementation of EIBI remain unclear.…

Applied behavior analysis (ABA) services can improve the quality of life for individuals with autism spectrum disorder (ASD). However, not all children receive services based in ABA. The disconnect between available services and accessing services may be the result of families experiencing barriers. Online parent training addresses many of these…

Students with emotional and behavioral disorders (EBD) have unique academic and behavioral needs that require the use of evidence-based practices. One way that teachers can support students with EBD is by individualizing interventions, such as self-monitoring, while maintaining a high level of fidelity. In this article, the authors describe how…

Black students comprise approximately 19% of the preschool population, yet they represent 47% of school suspensions (U.S. Department of Education 2016). Although it is posited that most teachers seek to serve all children to the best of their abilities, research indicates that many school personnel engage in implicit biases that influence their…

High quality early intervention is a crucial component of supportive and inclusive early childhood education and care (ECEC) and crucial for children with autism spectrum disorder (ASD). For children with ASD, there is limited access to ECEC services and there is little research or writing on the importance of bridging even conversations between…

Introduction: Early Intensive Behavioral Interventions (EIBI) is an applied behavior analysis approach that can be effective for remediating autism spectrum disorder (ASD) symptoms for some individuals (Reichow, 2012). From a population perspective, timely access to early intervention services is assumed to be important for facilitating long term…

California's state youth correctional system, the Division of Juvenile Justice (DJJ), is violent, isolated, and lacks accountability. Fights and riots are a part of daily life and create a culture of fear. DJJ's violent conditions are concealed by an absence of state oversight and the facilities' long distances from youths' families and…

Although the evidence of effectiveness of Early Intensive Behavioral Intervention (EIBI) for children with autism is growing, very little is known about the process parents go through in deciding to implement such a program. We interviewed 30 mothers whose children had been on an EIBI program to investigate more systematically how and why they…

The Title I, Part D (Part D) Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk under the "Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act," allocate funds to states and school districts to improve educational services for these youth.…

To address the education needs of these children and youth, the Title I, Part D Neglected or Delinquent Program authorizes two programs 1 that provide grants to states to enable them to award subgrants to state agencies (SAs) (Subpart 1) and local education agencies (LEAs) (i.e., school districts) (Subpart 2) that operate or allocate funds to…

Volume 2 of "Promoting Education and Transition Success for Neglected and Delinquent Youth: An Evaluation of the Title I, Part D Program" consists of three appendices to the main report: (1) Data Collection Technical Appendix (State and Local Agency Surveys, Case Studies, Disclosure Review); (2) Data Collection Instruments (Part D…