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…

Purposeful and strategic use of L1 can help with L2 learning. However, in many contexts, monolingual immersion approaches dominate, leading language teachers to refrain from using L1. It can also mean that teachers are not professionally prepared to implement evidence-informed uses of L1. In this article, we share the findings of an intervention…

This article describes an intervention program to improve writing skills, intended to be a useful tool for everyday remedial work in primary school. The design was based on an initial review of the approaches most often used for writing intervention and identification of the main concerns for such intervention; namely, the use of direct and…

Students with emotional-behavioral disorders (EBDs) often learn in alternative classroom settings to provide more intensive instruction that meets their educational needs. Although research has demonstrated promise for several behavior intervention practices in general education settings, the generalizability of these practices to more restricted…

This systematic review provides a synthesis of intervention research that taught mathematical word problem solving skills to students with autism spectrum disorder between 1975 and April of 2020 by evaluating the body of research in terms of "what works", "for whom" and "under what conditions". The Council for…

Many school psychologists work in schools that have low proficiency rates on the year-end test of mathematics, which is concerning because math proficiency is a powerful indicator of long-term academic success. Addressing math instructional problems is not easy work. One reason the authors examine is that the work is so challenging for school…

Students with autism spectrum disorders (ASD) are increasingly included in general education and are expected to access core content, including science. Development of science content knowledge, scientific literacy, and scientific thinking are emphasized in legislation as well as the Next Generation Science Standards (NGSS) as critical for all…

This paper reports the outcomes of an experimental evaluation of "Direct Instruction Spoken English" ("DISE"), an English language curriculum that focuses on developing English speaking, listening, and comprehension skills in English Learners (ELs). Twenty-nine middle schools in three states were randomly assigned to teach…

This paper reports the outcomes of an experimental evaluation of "Direct Instruction Spoken English (DISE)," an English language curriculum that focuses on developing English speaking, listening, and comprehension skills in English Learners (ELs). Twenty-nine middle schools in three states were randomly assigned to teach "DISE"…

Most evaluators have embraced the goal of evidence-based practice (EBP). Yet, many have criticized EBP review systems that prioritize randomized control trials and use various criteria to limit the studies examined. They suggest this could produce policy recommendations based on small, unrepresentative segments of the literature and recommend a…

Researchers have been working diligently to build the evidence base for what works for youth with emotional and behavioral disorders (EBD). As the evidence base grows, the field must investigate what works, for whom, and under what conditions. To begin to address for whom the mounting evidence is applicable, this study systematically reviewed…

This document was prepared to assist literacy specialists in the national Regional Comprehensive Center network as they work with states to improve educational policy and practice in the area of adolescent literacy. It comprises three major parts: Part One: "Improving academic literacy instruction for students in grades 4-12." Based on…

Autism is currently one of the most prominent and widely discussed human conditions. Its increased prevalence has intensified the demand for effective educational and therapeutic services, and intervention science is providing mounting evidence about practices that positively impact outcomes. The purpose of this report is to describe a set of…

Educators are continually seeking effective, research-based strategies to address the unique needs of their students with autism spectrum disorders (ASD). It is well documented that students with ASD benefit from direct instruction and visual supports when learning new skills. This article provides step-by-step procedures for using a tiered…

This brief synthesis provides a summary of intervention practices that are supported by empirical evidence for promoting adaptive social-emotional behavior of young children in group contexts (e.g., pre-K classrooms; child care settings). The focus of the synthesis is on toddlers and preschool children who are identified as having disabilities or…