Coaching is an important component in multi-tiered systems of support (MTSS) such as school-wide positive behavioral interventions and supports (SWPBIS), but little is known about which coaching activities are most related to sustained implementation of this school-wide framework. A survey was developed to examine the amount of receipt and…

Positive education is characterized by applying positive psychology interventions (PPIs) within educational settings. Increasing evidence suggests that PPIs can help increase well-being and reduce depressive symptoms in general and clinical populations. However, there is less evidence that PPIs are similarly effective within complex school…

Evidence-based anti-bullying programs are predominantly implemented in high-income countries, although there is a clear need for bullying prevention also in low- and middle-income countries. The present study reports the effectiveness of a short and ultra-short version of the ViSC Social Competence Program that was implemented in nine Kosovar…

The purpose of this study was to determine if there is a difference between the implementation of positive behavior supports and teacher stress. Previous research conducted by Ross, Romer, and Horner (2011) reported that teachers who work in schools that effectively implement Positive Behavior Supports (PBIS) had lower levels of stress and higher…

Background: Progress monitoring is a vital strategy for evaluating skill development of young children receiving disability related services. Few effective progress monitoring tools exist for infants and toddlers, and research is needed to examine feasibility as they become available. Objective: The current study examined the implementation of an…

This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in…

In this article, we examined educators' efficacy and burnout within Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention, as implemented in 14 elementary schools in a Midwestern state. Participating schools completed a year-long training series to design their Ci3T plans and were in their second year of implementation as part of a…

The ability to adapt positively to change is called resilience (Center for the Developing Child, n.d.). Individual and collective resilience are cultivated in the context of nurturing and supportive relationships (Gittell, 2008; National Scientific Council on the Developing Child, 2004). Ideally, this should occur in the early stages of change and…

In England, Education and Health Care Plans (EHCPs) created changes for SENCOs, including those working in private, voluntary and independent (PVI) early years settings. Such SENCOs hold, as a minimum, a relevant Level-3 qualification, with subsequent training and support being optional, varied and sometimes difficult to access. This situation has…

The success of school-based mental health interventions is often inconsistent, in part due to lack of input from teachers and students in the programme design. Therefore, the involvement and engagement of teachers in the co-production of an intervention, especially within data analysis, can create more innovative and effective solutions. This…

This systematic review and meta-analysis examined the effectiveness of parent-infant interventions for parents of preterm infants on parental sensitivity compared to standard care or active comparators. This review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and was prospectively registered in…

This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in…

Text Steps was a project piloted by Ascendium Education Group in 2015 and expanded to 13 school districts in Wisconsin between 2018 and 2020. Its goal was to combat summer melt through a texting program. Summer melt, in which college-intending high school students are unable to enroll in the fall for any number of reasons, is a well-documented…

The aim of this review was to support the Education Endowment Foundation (EEF), other funders, and developers and deliverers scaling-up interventions by undertaking, for the seven effectiveness trials that had been completed by 2019: (1) a quantitative comparison of effect sizes at the efficiency and effectiveness stages; and (2) a qualitative…

We report on the adaptation and delivery of a peer-led, 14-session manualized program, Parents Taking Action, among parents raising Black children with autism in low-income neighborhoods. We engaged a community advisory group made up of parents and grandparents of Black children with autism, a Black self-advocate, clinicians, and other…