Anxiety is a common emotional problem across development. Given that children spend approximately 50% of their waking-hours in school, it is important to consider how anxiety manifests within this setting and the unique difficulties that anxious children may experience while at school. The current paper reviews the impact of anxiety in children at…

The purpose of this commentary is to provide observation on the contributions to the special issue and remark on the broader implications of the research. As noted throughout the special issue, the intent was to demonstrate the use of progress monitoring within a problem-solving framework to evaluate student social and behavioral development using…

Response to intervention (RTI) is an evidence-based approach to educational service delivery that is being increasingly adopted by schools across the country. To effectively implement RTI models, teachers require specialized training. Little is currently known, however, about the extent to which this training is being provided at the preservice…

The Strategic Universal Design for Learning Course Development (S-UDLCD™) Faculty & Institutional Evaluation System (2023) is a research-based framework for assessing faculty performance, enhancing student retention, and improving institutional effectiveness. Unlike traditional models, this system integrates predictive analytics, student…

Schools implement Positive Behavior Intervention and Supports (PBIS) as a way of meeting students' needs in classrooms. PBIS focuses on tiered instruction. Tiered instruction is a teaching strategy in which the educator implements incremental changes that increase supports based on students' needs--academic or behavioral. Yet, tiered instruction…

This article explains a process for improving specific learning disabilities (SLD) eligibility guidelines in a special education cooperative in Nebraska. The Central Nebraska Support Services Program (CNSSP) is a special education cooperative that serves four public school districts and seven parochial schools in central Nebraska. Children birth…

Response to intervention (RTI) emerged from the 2004 reauthorization of the Individuals with Disabilities Education Act, but the roots of RTI are found embedded within the history of the field of learning disabilities (LD) as well as other sources of influence. In what follows, we provide a brief history of LD and highlight the connection between…

The sheer amount of time that school psychologists spend conducting assessments, coupled with the shift in the field toward incorporating a socially just lens into practice, elicits the question: What constitutes socially just academic assessments, and what are the related best practices? Considering the complexities related to applying a social…

U.S. education has experienced many waves of reform in responding to rapid changes in knowledge, technologies, and the economy. It is now widely accepted that, to succeed in the future, all young people must have the opportunity to develop critical thinking, problem-solving, collaboration, and communication competencies--often referred to as…

This article provides an overview of a grant project designed to create a district-wide elementary school counseling program with a strong data-based decision-making process. Project goals included building data literacy skills among school counselors and developing the infrastructure to efficiently collect important social-emotional indicators…

"RTI in Middle School Classrooms" provides practical, research-based instructional techniques and interventions--geared especially to middle school teachers and administrators--that target and address specific needs of individual students. Response to intervention allows educators to assess and meet the needs of struggling students…

Response to Intervention (RtI) offers a comprehensive model for the prevention of delays in learning and behavior. While this problem-solving framework was initially designed for application within Kindergarten to 12th grade programs, there is substantial research that supports the value of the model for application within early childhood…