In this 3-year prospective study, we tested the extent to which school-, practice-, and district-level variables predicted sustained implementation for schools in various stages of implementation of school-wide positive behavioral interventions and supports (SWPBIS) Tier 1 (universal) systems. Staff from 860 schools in 14 U.S. states completed a…

Many districts and schools are having difficulty implementing Multi-Tiered System of Supports (MTSS) in school settings. This quantitative study set out to examine the stage of MTSS implementation schools are at and identify factors from the implementation science framework that account for the different reported student outcomes related to MTSS…

Teachers sometimes struggle to deliver evidence based programs designed to prevent and ameliorate chronic problem behaviors of young children with integrity. Identifying factors associated with variations in the quantity and quality of delivery is thus an important goal for the field. This study investigated factors associated with teacher…

Evidence-based practices for children with disabilities have empirical support for their effectiveness; however, the demographics of participants making up the evidence base are generally unknown, leaving generalizability of the evidence unclear. This study presents a systematic literature review of participant racial and socioeconomic…

To illustrate the three-tiered model, Tier I (universal) supports are delivered similarly to all students in all settings, and at least 80% of students are expected to respond to these supports. Beyond universal supports, Tier II (targeted) supports serve 10-15% of students whose behavior does not respond to Tier I supports. A small group of…

Youth mentoring is a popular and well-respected volunteer activity in the USA. Although there is support for the efficacy and cost-effectiveness of community-based mentoring (CBM), the research on school-based mentoring (SBM)--the most popular form of youth mentoring--is mixed. Most of the SBM studies find inconsistent or small effects. The reason…

Coaching models are increasingly used in schools to enhance fidelity and effectiveness of evidence-based interventions, yet little is known about the relationship between the coach and teacher (i.e., coach-teacher alliance), which may indirectly enhance teacher and student outcomes through improved implementation quality. There is also limited…

Latinx students are the largest ethnic minority school-age population, yet they have some of the lowest reading proficiency levels and highest rates of school dropout and experience significant unmet behavioral health needs. School-based interventions addressing behavioral challenges and parent engagement are recommended to support Latinx…