Educational innovations continue to improve schools' abilities to implement up-to-date, effective, efficient evidence-based practices. Across education, it is important to understand the implementation and contextual elements that are critical to educator acceptability, feasibility, and usability. This preliminary qualitative study seeks to better…

Schools in the United States are becoming more diverse with respect to race, ethnicity, gender, and sexuality, but many minority students experience disconnection from school for a variety of reasons. Longstanding research on the jigsaw method suggests that it has been an effective intervention for increasing interdependence among students and…

The current study used an ABAB design to evaluate the effects of a school-based mindfulness-based intervention (MBI) on the classroom academic engagement of three elementary school students. Specifically, the study investigated the Soles of the Feet MBI delivered in a small group format at the Tier 2 level. Findings were mixed, as one student…

Empirically supported consultation procedures for supporting implementation of evidence-based interventions for Autism Spectrum Disorder (ASD), such as performance feedback, may be challenging to implement in public schools. Educators may find performance feedback aversive, and support personnel may find its directiveness incompatible with their…

This case study describes the actions and processes of implementing Behavior Support Coaching for Paraprofessionals (BSC-P) with a kindergarten teacher and paraprofessional to support the implementation of behavior support plans with three students in a high-poverty elementary school. BSC-P consists of eight, 40-min coaching sessions using direct…

The multitiered framework for preventing and addressing discipline and school climate, school-wide positive behavioral interventions and supports, is widely adopted across the United States with much of the focus on Tier 1, universal prevention supports. The following case example describes district-wide adoption of a systematic framework for Tier…

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…

Data from a large-scale math intervention program were used to evaluate the degree to which implementation fidelity (IF) and interventionist content knowledge were associated with student outcomes. Data were available for 33 interventionists serving 658 students in Grades 4-6 across one school year. A series of multilevel models were fit to the…

Observing for, documenting, and improving implementation integrity are critical components of effective intervention services in schools. Without them, students may not receive effective intervention, and systems-level models of intervention service-delivery may never be properly evaluated or realize its potential. The purpose of this study was to…

Treatment integrity is the degree to which an intervention is implemented as designed and is critical for concluding whether the intervention is responsible for treatment outcomes. This study aimed to add to the integrity literature by examining graphed performance feedback alone and in conjunction with verbal performance feedback for increasing…

In a 3-tiered, prevention-oriented framework, Tier II (secondary, targeted) interventions are designed for students whose problem behaviors have not responded to Tier I but are not severe enough to warrant an individualized Tier III intervention. Tier II interventions are implemented similarly across students receiving the intervention and can be…

This commentary responds to "Lessons Learned From Leading an Anger Management Group Using the "Seeing Red" Curriculum in an Elementary School," E. L. Sportsman, J. S. Carlson, and K. M. Guthrie's (2010/this issue) account of an anger control intervention's implementation and effectiveness in an elementary school setting. The accompanying article…

Children classified as emotionally disturbed constitute a most challenging and expensive population in the public schools. This article presents a tri-part model of barriers to program design, implementation, and evaluation for children classified as emotionally disturbed in public school settings. An examination of the available school-based…

In the wake of the RTI movement, much has been discussed in terms of how to provide first- and second-tier interventions, but educators may need additional resources for service delivery within the third tier. One application of a Tier III intervention within a Midwest university's school psychology program partnership with a local school district…

The purpose of the Peer Victimization Intervention (PVI) was to develop and implement a culture-specific pilot intervention to address the effects of bullying on middle school students who are victims utilizing the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi, Moore, & Varjas, 2004). The involvement of participants who serve…