The purpose of this qualitative descriptive study was to explore how elementary school teachers describe their experiences from the professional development training that provide professional development trainings related to ADHD students and how they implement what they have learned in their classrooms in the United States. The theoretical…

This mixed methods sequential explanatory study aimed to examine the role professional development played on stakeholders' self-efficacy to implement an exceptional education program. To fulfill the quantitative portion of the study, the researcher conducted a one-group pre-posttest design to measure teacher self-efficacy before and after…

There are many integrated Multi-tiered Systems of Support (iMTSS), which we refer to as integrated-tiered systems. These systems hold benefits for students with disabilities, as such systems have the potential to facilitate inclusion and focus the collective expertise of educators committed to meeting students' multiple needs. The Comprehensive,…

Embedded instruction facilitates individualized support and promotes meaningful participation for all children, irrespective of their abilities or disabilities, by integrating learning opportunities into the natural, everyday activities of inclusive preschool settings. This study aimed to investigate the impact of a coaching intervention on the…

Given the increasing number of students with dis/abilities entering higher education institutions (HEI), it is imperative higher education faculty have the knowledge, skills, and disposition to effectively support students with dis/abilities. Therefore, this study engaged higher education faculty at Mary Lou Fulton Teachers College (MLFTC) at…

This study explained how Career and Technical Education (CTE) teachers perceived the impact of School-Wide Positive Behavior Intervention and Supports (SWPBIS) on their self-efficacy for classroom management in part-time career and technical centers. In addition, CTE teachers identified and explained the impact of SWPBIS on Students With…

Students with autism spectrum disorder (ASD) have complex and unique needs that can impact their success. Evidence-based practices (EBPs) have been identified that are effective with this population, yet educators may not be adequately prepared to implement such EBPs. Special education administrators are frequently responsible for developing and…

Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included…

Video self-monitoring, a form of self-coaching, is a method of professional development for teachers. Reinforcement is an evidence-based practice for students with autism spectrum disorder (ASD), and it is applicable in a variety of educational settings. Using a multiple baseline across participants design, we evaluated the effects of video…

Approximately 11% of Michigan's roughly 199,620 elementary and secondary students are eligible for special education under Individuals with Disabilities Education Act (IDEA). Students with disabilities placed in a self-contained classroom by an individualized education program (IEP) committee are usually those in need of the most intense programs…

Naturalistic developmental behavioral intervention (NDBI) strategies appear to be well-suited for implementation by preschool teachers of young children ages 3 through 5, yet research exploring NDBI implementation within this specific context is extremely limited. We applied an implementation science framework to examine reported knowledge,…

The purpose of this report is to discuss the sustainability and scalability of Math for All (MFA) by returning to talk with past MFA program participants. Drawing on qualitative research methods, this report derives its findings from interviews with 12 teachers, 6 facilitators, and 5 administrators within two years of their participation in MFA.…

This study was designed to determine how special education teachers (SETs) in Saudi Arabia perceive their self-efficacy in implementing social-emotional learning (SEL) practices to support students with learning disabilities (LD). The data were collected by surveying 109 SETs of students with LD who teach at elementary and middle schools in…

This is a response to Bonfiglio and Kroh's "Inclusion in Catholic Schools: From Inception to Implementation." Bonfiglio and Kroh identify three primary barriers to inclusion: (1) Lack of culture; (2) lack of resources; and (3) lack of knowledge and skills. In Karen Hopson's experience, lack of culture can be one of the most challenging…

Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional…