Family-school partnership interventions can effectively address behavioral concerns in students (T. E. Smith et al., 2020). However, little is known about factors impacting the successful delivery of behavioral strategies by parents and teachers in the context of such interventions, particularly for adolescent populations. This study used a mixed…

This study investigated if training and practice-based coaching in an evidence-based program was associated with higher observed treatment integrity (adherence and competence) and if these treatment integrity components were associated with teacher report of child behavioral outcomes in the BEST in CLASS efficacy trial. Participants were 462…

Function-based assessments and interventions are routinely used in school settings as an effective method to address problem behaviors that impede the learning of the student or others. When function-based interventions are not successful, it is often due to problems with treatment integrity (TI). Using an ABCBC single subject design, this study…

Objectives: This study evaluated the effects of the Adoption Preservation, Assessment, and Linkage (APAL) postpermanency program. Method: A quasi-experimental, posttest-only design was used to estimate the program's effects on youth discharged from foster care to adoption or legal guardianship. A random sample was surveyed (female = 44.7%; African…

Schools often need to implement evidence-based interventions (EBIs) in contexts and with client populations that differ from those present during intervention development and validation. Due to the differences in intervention conditions, schools inevitably make adaptations to interventions to be responsive or to operate within present constraints.…

Schools implementing tiered supports for social behavior need to be systematic and thoughtful about moving to the next tier. However, schools often apply resources they have in a blanket fashion for children who demonstrate behavior problems. This practice is problematic, and there is a need for increased efforts to plan and be more careful about…

Schools implementing tiered supports for social behavior need to be systematic and thoughtful about moving to the next tier. However, schools often apply resources they have in a blanket fashion for children who demonstrate behavior problems. This practice is problematic, and there is a need for increased efforts to plan and be more careful about…

This study investigated the effects of a Tier 3 peer-matching self-management intervention on two elementary school students who had previously been less responsive to Tier 1 and Tier 2 interventions. The Tier 3 self-management intervention, which was implemented in the general education classrooms, included daily electronic communication between…

Although treatment acceptability was originally proposed as a critical factor in determining the likelihood that a treatment will be used with integrity, more contemporary findings suggest that whether something is likely to be adopted into routine practice is dependent on the complex interplay among a number of different factors. The Usage Rating…

Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based…

Many schools today have a prevention-based focus for working with academic and social behavior problems through the use of tiered approaches (Bohanon, McIntosh, & Goodman, 2011; Horner & Sugai, 2005). Through the use of levels of support, including a continuum of increasingly intensive support based on responsiveness to evidence-based core…

Several researchers have argued that the functional behavior assessment (FBA) and behavior intervention plan (BIP) mandates in the Individuals With Disabilities Education Act of 2004 have gone beyond the current research base. For instance, although BIPs have been shown to improve student outcomes when implemented with strict control and oversight…

This study evaluated the impact of performance feedback on nine public educators' level of procedural integrity to Discrete Trial Teaching (DTT) procedures for students with Autism Spectrum Disorder (ASD). Procedural integrity was observed during four phases: no feedback, general feedback, performance feedback, and maintenance, in a multiple…

Evaluation of evidence-based treatments is important for adolescents and adults with autism spectrum disorders (ASD) given the increasing number of interventions available and the prevalence of ASD. In this study, we sought to evaluate the effectiveness of behavioral interventions for this population by conducting a meta-analysis of published…

Check-in/checkout (CICO) is a behavioral intervention that is used to provide systematic feedback about a student's behavior at the beginning and end of each school day. The purpose of the present study was to evaluate the effectiveness of CICO on decreasing problem behaviors and the collateral effects on mathematics performance for 4 at-risk…