Rural schools experience unique challenges, including teacher quality and teacher retention, limited resources, and availability of funding. Furthermore, access to professional development and, subsequently, implementation of evidence-based practices may also be limited in rural settings. One evidence-based framework for implementing…

Prioritizing social, emotional, and behavioral supports is essential for student success. By establishing systems to support students' social (how they interact), emotional (how they feel), and behavioral (how they act) needs and growth, educators and leaders can ensure that all students have full access to instruction and the essential skills for…

Schoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation…

Project START (Students and Teachers Actively Reading Together) is an adaptive shared reading intervention designed to address the varied learning needs of preschool children with autism spectrum disorder (ASD). This report summarizes procedures and results of the developmental year of the project, which focused primarily on evaluating…

Project START (Students and Teachers Actively Reading Together) is an adaptive shared reading intervention designed to address the varied learning needs of preschool children with autism spectrum disorder (ASD). This report summarizes procedures and results of the developmental year of the project, which focused primarily on evaluating…

Full and durable implementation of school-based interventions is supported by regular evaluation of fidelity of implementation. Multiple assessments have been developed to evaluate the extent to which schools are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The "SWPBIS Tiered Fidelity…

The relationship between school-wide positive behavioral interventions and supports (SWPBIS) and school-level academic achievement has not been established. Most experimental research has found little to no evidence that SWPBIS has a distal effect on school-level achievement. Yet, an underlying assumption of SWPBIS is that improving social…

The implementation of multitiered systems of support (MTSS) provides an opportunity for schools to screen, monitor progress, and offer research-based instructional and behavioral supports with increasing intensity to students to meet their educational and behavioral needs. MTSS is increasingly being used as a framework for supporting the needs of…

School-Wide Positive Behavior Interventions and Supports (SWPBIS) is a systems approach to supporting the social and emotional needs of all children utilized by more than 21,000 schools across the nation. Data from numerous studies and state projects' evaluation reports point to the impact of SWPBIS on student outcomes (office discipline referrals…

We conducted a potential efficacy trial examining the effects of classroom-wide implementation of the "Pyramid Model for Promoting Young Children's Social-Emotional Competence" on teachers' implementation of "Pyramid Model" practices and children's social-emotional skills and challenging behavior. Participants were 40 preschool…

The purpose of this research was to examine the level of School-wide Positive Behavior Support (SWPBS) implementation in the State of Florida. The relationship between implementation fidelity of SWPBS to academic and behavioral outcomes for elementary and middle schools was then analyzed. The results of this study found that SWPBS is being…