Behavioral interventions delivered in preschools can help young children who need support for their behavior. However, preschool teachers face barriers to implementing behavioral interventions, leading to a research-to-practice gap. To better understand how to support preschool teachers, we conducted a scoping review of determinants (i.e.,…

The Good Behavior Game (GBG) is an interdependent group-oriented contingency management system successfully used in school settings to promote positive student behaviors. As a classroom management intervention, there is a large body of evidence for it increasing desirable classroom behaviors and decreasing problem behaviors across a range of…

Preventing young people's cigarette smoking is a major public health priority, and smoking is especially prevalent in vocational schools. Well-enforced comprehensive school tobacco policies accompanied by preventive efforts show potential to reduce smoking, but the implementation process is crucial to achieve the intended effect. We investigate…

Engagement behaviors are crucial for school success and are often targeted for improvement in school-based interventions. It may be helpful for both researchers and school-based practitioners to understand the likely impacts of interventions on engagement behaviors (e.g., to understand the extent to which engagement behaviors might change with…

As school psychologists help teachers plan and implement classroom behavior management interventions, teacher perspectives on these interventions are vital to consider. To better understand teacher perspectives on a well-established, effective intervention, this study analyzed teacher responses to the Good Behavior Game (GBG; Barrish et al.,…

This research seeks to evaluate the implementation and effectiveness of a behavioral threat assessment and management (BTAM) program within the Mansfield Independent School District, catering to students from kindergarten through 12th grade. The primary focus of the BTAM initiative is to detect early signs of potential violence in students'…

The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff's perceived barriers to and facilitators of implementing the Inclusive Behavioral Support in Schools program. Using confirmatory factor analysis, we…

Research about response to intervention (RtI) programs has primarily focused on the elementary level, and there is a noticeable lack of research specific to secondary mathematics RtI programs. As such, the focus of this qualitative study was secondary algebra teachers' perceptions and self-efficacy for the implementation of RtI. Research…

Implementation planning is a consultative educator support strategy with preliminary evidence of effectiveness from single-case design research. This meta-analysis investigates the impacts of implementation planning on educator implementation and student outcomes and explores moderators of these relationships. Principles of open science and…

Shared trauma can contribute to anxiety, fear, sadness, and lack of engagement among learners leading to poor school attendance and diminished positive relationships. Therefore, it is incumbent on schools to design a supportive learning environment during experiences of shared trauma. The descriptive study presented illustrates a supportive…

At the onset of the COVID-19 pandemic, schools across the United States transitioned to some form of emergency remote instruction. Preliminary research suggests that special education services may have been disjointed and many caregivers assumed a primary role in service provision during emergency remote instruction. To extend this work with a…

Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom management system using a group contingency involving direct teaching of classroom rules/skills, differential reinforcement of appropriate behaviors, and minimized social attention to inappropriate behaviors. We investigated elementary school teachers' implementation of CW-FIT…

Early childhood educators in the United States and worldwide face the growing challenge of "schoolification,"--the imposition of conventional academic content from later grade levels into their classrooms (e.g., Ring & O'Sullivan, 2018). The science of learning offers a different approach with evidence to support more active,…

This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated…

Teachers who work with students who display challenging behaviors need to implement interventions to support them in the classroom. A daily behavior report card (DBRC) is one intervention that research suggests can reduce challenging behaviors and replace them with more socially appropriate behaviors. With step-by-step instructions, this column…