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Colleen S. Richardson – ProQuest LLC, 2024
In the dynamic realm of virtual education, the successful execution of Multi-Tiered Systems of Support (MTSS) becomes essential for promoting student achievement. This study examines a particular aspect of this educational framework, explicitly investigating the teachers' perceptions of the fidelity of implementing an MTSS framework within an…
Descriptors: Program Implementation, Fidelity, Teacher Attitudes, Multi Tiered Systems of Support
Kirk, Jennifer N. – ProQuest LLC, 2023
The purpose of this research was to investigate the individual experiences teachers, staff and administration at a secondary school in Pennsylvania have with implementing an MTSS framework with fidelity to successfully engage all students. Carroll's Theoretical Framework of Implementation Fidelity (2007) was used in this case study to help frame…
Descriptors: Secondary Schools, Multi Tiered Systems of Support, Program Implementation, Fidelity
Chanda Renee Telleen – ProQuest LLC, 2022
The current study examines the impact of PBIS implementation on teacher self-efficacy (TSE) in elementary schools in Pennsylvania. Research questions evaluate (1) is there a significant difference between elementary teachers' perceptions of self-efficacy in schools implementing PBIS with fidelity and matched comparison schools and (2) what, if…
Descriptors: Positive Behavior Supports, Program Implementation, Fidelity, Elementary School Teachers
Summer Terrell – ProQuest LLC, 2021
The topic of focus in this study was the implementation of Positive Behavior Intervention and Supports (PBIS) with fidelity. The problem addressed was that PBIS strategies were not being consistently and effectively implemented for students diagnosed with Emotional and Behavioral Disorders. The purpose of this descriptive, qualitative study was to…
Descriptors: Teachers, Positive Behavior Supports, Intervention, Program Implementation
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Zitter, Ashley; David, Venus; Vismara, Laurie A.; Sheridan, Elisabeth; Fernandes, Sherira; Vivanti, Giacomo – Journal of Early Intervention, 2023
This pilot feasibility study applies the RE-AIM Implementation Science Framework to examine the implementation and preliminary signals of the effectiveness of integrating the Group-Early Start Denver Model (G-ESDM) in an early childhood education center serving under-resourced communities. Five preschoolers diagnosed with autism, their caregivers,…
Descriptors: Preschool Children, Early Intervention, Disadvantaged Schools, Autism Spectrum Disorders
Donna L. Minnigh – ProQuest LLC, 2023
Recent legislation through the Every Student Succeeds Act (2015) has implications for school systems across the nation in creating and implementing a multi-tiered system of support. Pennsylvania has its own state legislation that also provides the language for schools to implement an MTSS framework that includes tiered support in academics through…
Descriptors: Multi Tiered Systems of Support, Program Implementation, Outcomes of Education, Positive Behavior Supports
Spinney, Samantha; Uekawa, Kazuaki; Campbell, Johnavae – ICF International, 2019
The College Possible program provides intensive coaching by near-peer mentors, peer group support, and opportunities for academic and non-cognitive skill building to low-income students through an intensive two-year curriculum in junior and senior years of high school. The goal of the program is to close the achievement gap between low-income…
Descriptors: Low Income Students, High School Students, Achievement Gap, College Preparation
Rogers, Sally J.; Stahmer, Aubyn; Talbott, Meagan; Young, Gregory; Fuller, Elizabeth; Pellecchia, Melanie; Barber, Angela; Griffith, Elizabeth – Grantee Submission, 2022
Background: This implementation feasibility study was conducted to determine whether an evidence-based parent-implemented distance-learning intervention model for young children at high likelihood of having ASD could be implemented at fidelity by Part C community providers and by parents in low-resource communities. Methods: The study used a…
Descriptors: At Risk Persons, Autism, Pervasive Developmental Disorders, Distance Education
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Broder-Fingert, Sarabeth; Qin, Sarah; Goupil, Julia; Rosenberg, Jessica; Augustyn, Marilyn; Blum, Nate; Bennett, Amanda; Weitzman, Carol; Guevara, James P.; Fenick, Ada; Silverstein, Michael; Feinberg, Emily – Autism: The International Journal of Research and Practice, 2019
There is growing interest in Family Navigation as an approach to improving access to care for children with autism spectrum disorder, yet little data exist on the implementation of Family Navigation. The aim of this study was to identify potential failures in implementing Family Navigation for children with autism spectrum disorder, using a…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Family Programs
Swank, Brian J. – ProQuest LLC, 2017
Providing students and teachers with appropriate support is a pivotal component when it comes to improving student outcomes. Pre-Referral Intervention Teams (PIT) provide structured interventions and assistance for at-risk students. The purpose of this study was to answer the following research questions: (1) What are teachers' perceptions of…
Descriptors: Teacher Attitudes, Prereferral Intervention, Mixed Methods Research, At Risk Students
Phelan, Julia; Egger, Jeffrey; Kim, Junok; Choi, Kilchan; Keum, Eunhee; Chung, Gregory K. W. K.; Baker, Eva L. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2021
The National Math + Science Initiative (NMSI) is a nonprofit organization committed to improving educational outcomes that traces its roots back to the early 1990s. NMSI's College Readiness Program (CRP) is a long-standing program with the goal of promoting STEM education in high schools to improve students' preparation for college. The three-year…
Descriptors: College Readiness, Nonprofit Organizations, Program Evaluation, STEM Education
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Cecil, Heather; Molnar-Main, Stacie – Journal of School Violence, 2015
We investigated implementation fidelity of programmatic activities of the Olweus Bullying Prevention Program (OBPP) among 2,022 teachers, 88.5% female, from 88 elementary schools located in Pennsylvania. Results indicated that the majority of respondents had attended the school kick-off event, posted the rules in the classroom, and explained the…
Descriptors: Bullying, Prevention, Self Efficacy, Parent Participation
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Runge, Timothy J.; Longwill, Douglas A.; Staszkiewicz, Mark J.; Palmiero, James; Lawson, Tina M. – Educational Research Quarterly, 2016
Pennsylvania began scaling up high-fidelity implementation of SchoolWide Positive Behavioral Interventions and Supports (SWPBIS) in 2006-2007 due to converging regulatory, legal, ethical, and practical influences. The Pennsylvania Community of Practice on School-Based Behavioral Health adopted Algozzine et al.'s (2010) blueprint to describe and…
Descriptors: Network Analysis, Social Networks, Positive Behavior Supports, Fidelity
Kuchle, Laura; Brown, Seth; Coukoulis, Nicholas – American Institutes for Research, 2018
The 3-year Pennsylvania Dyslexia Screening and Early Literacy Intervention Pilot Program (Pilot) began in 2015-16 (Year 1) with the kindergarten class of 2015-16 (Cohort 1). In 2016-17 (Year 2), the Pilot was implemented with Cohort 1 students, now in first grade, and a second cohort of kindergarteners (Cohort 2). A third cohort will be added in…
Descriptors: Dyslexia, Screening Tests, Emergent Literacy, Early Intervention
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Fancsali, Cheri; Abe, Yasuyo; Pyatigorsky, Mikhail – Society for Research on Educational Effectiveness, 2016
Nationally, two-thirds of high school students are unable to read and comprehend complex academic materials, think critically about texts, and synthesize information from multiple sources, or communicate what they have learned. Without a substantial change in their academic literacy, U.S. high school students face continued academic problems in…
Descriptors: Randomized Controlled Trials, Literacy, Reading Achievement, Content Area Reading
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