Behavioral threat assessment is a step-by-step process for evaluating individuals who threaten harm to others, making systematic judgments about the seriousness of the threat based on case-specific and dynamic risk factors, and identifying interventions necessary to support the individuals and reduce risk for harming others. On September 3 and 4,…

The effectiveness of Positive Behavioral Interventions and Supports (PBIS) in reducing major misbehavior has been demonstrated in many research studies. However, no research on the effects of PBIS on student behavior has been conducted in Quebec and other French-speaking regions. This study focuses on the results of PBIS implementation in Quebec…

Implementing and scaling up targeted interventions can be challenging. This Spotlight will help readers learn about the most common interventions for academic recovery; dive into research on implementing effective learning recovery programs; investigate strategies for making intensive tutoring sustainable; discover how districts are tackling…

Partnering with governments to co-design pilot interventions and embed them in local bureaucratic systems is increasingly seen as "best practice" on grounds of scalability and sustainability. This paper reports on a pilot program that was co-designed with, and embedded within, the Elementary and Secondary Education Department in…

Implementation fidelity is often thought of as a necessary condition to achieve internal validity and as having a relation to student outcomes. This relation is increasingly modeled; we reviewed reading intervention studies for students in pre-K-12 in which measures of implementation fidelity were included in final data analysis. A systematic…

This research seeks to evaluate the implementation and effectiveness of a behavioral threat assessment and management (BTAM) program within the Mansfield Independent School District, catering to students from kindergarten through 12th grade. The primary focus of the BTAM initiative is to detect early signs of potential violence in students'…

The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff's perceived barriers to and facilitators of implementing the Inclusive Behavioral Support in Schools program. Using confirmatory factor analysis, we…

This report is part of a commissioned paper series that highlights the profound and ongoing effects of COVID-19 on educational opportunities and underscores the necessity of bold, systemic reforms to ensure equitable and effective learning environments. The papers examine evidence-based strategies to mitigate opportunity gaps, strengthen student…

The demonstration of positive impact has accelerated the adoption of the PBIS [Positive Behavioral Interventions and Supports] framework across the country in different school settings. The purpose of this evaluation brief is to provide an initial descriptive snapshot of the current status of PBIS implementation in rural schools.

To develop positive learning environments, it is important that supporting mental health and wellbeing is a priority. Whole-school programmes are considered an effective way of developing provision in schools; however, poor implementation can limit the impact of such programmes, and there is a lack of clarity about the key factors affecting the…

All interventions -- whether academic, behavioral, or social-emotional -- should be consistently delivered as planned to realize desired student outcomes. In other words, they should be delivered with fidelity. School psychologists can address this concern by monitoring fidelity and providing support for intervention implementation. In this final…

School-wide positive behavior interventions and supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we conducted a conceptual replication of Grasley-Boy et al. (2022a) and used a series of two-level linear multilevel analyses to examine the impact of SWPBIS fidelity on 10…

Iredell-Statesville Schools was awarded a School Climate Transformation Grant in 2019. INSPIRE: Interventions to Nurture Students and Provide Individualized Responsive Environments, was an innovative approach to improving behavioral outcomes for the district's highest risk students by reshaping schools' culture, staff, and systems through…

"The Power to Learn: The Benefits and the Promise of Personalized Instruction" advances the notion that personalized instruction is the direction that schools must take if all students are expected to succeed with difficult learning challenges. Based on the premise that all students are capable, this book offers practical information so…

This paper presents the systems-level changes that were adopted by a school in Mumbai, India, to implement Tier 2 reading interventions. We specifically report on three areas at the micro level of change: universal screening for proactive support, systematic intervention for strategic support, and team collaboration for coordinated support; and…