This article posits that high-performance implementation teams are a powerful resource for administrators when supporting the effective use of evidence-based practices (EBPs) among teachers. Yearly, administrators purchase EBPs with the expectation that positive results found in research will be reproduced in their school settings. Unfortunately,…

This evaluation brief describes how a district in receivership (state takeover) invested in PBIS to (a) enhance their systems to support staff, (b) implement evidence-based practices to support students, (c) use data to guide their implementation, and (d) ensure equitable supports for all students, including students with disabilities, to…

This study used the standard setting to establish cutscores for the fidelity of implementation of an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI) designed to enhance goal-directed actions in secondary students with and without disabilities. Cutscores were then applied to fidelity data from a large,…

The purpose of this study was to examine the efficacy of a teacher-implemented professional development program to increase the fidelity with which paraeducators use evidence-based practices (EBPs) in instruction for children with autism. Employing a modified multiple-probe design, investigators implemented the Autism Focused Intervention…

Teachers working in a special education self-contained classroom were required to implement evidence-based practices and interventions, rarely researched in a school setting, with fidelity to meet the needs of students with intellectual disabilities. Evidence-based practices and interventions for students with intellectual disabilities were…

This study used standards setting to establish cutscores for the fidelity of implementation of an evidence-based intervention, the Self-Determined Learning Model of Instruction, designed to enhance goal-directed actions in secondary students with and without disabilities. Cutscores were then applied to a fidelity data from a large, randomized…

There is a growing population of adolescent students with developmental disabilities (DD) in school settings. Educators are in need of evidence-based practices (EBP) to address the challenging behaviors of students with DD. A key consideration in determining whether practices should be considered as an EBP is whether these practices have been…

Rural schools experience difficulty in filling teaching positions at higher rates than non-rural schools. Recruiting and retaining teachers are critical in these districts; however, because the term "rural" is variable, a one-size-fits-all response is not possible. Rural communities tend to be geographically remote, have a low critical…

Evidence-based interventions such as the Self-Determined Learning Model of Instruction (SDLMI) promote abilities, skills, and attitudes associated with self-determination for secondary students with and without disabilities. Exploring factors that impact fidelity of implementation and lead to enhanced student outcomes will inform a greater…

The current implementation fidelity narrative in education is one written in federal legislation (e.g., ESSA, 2015; IDEA, 2004) and peer-reviewed journals (e.g., Chu et al., 2020; Noell et al., 2014). While teachers represent a significant force for the implementation of evidence-based practices in schools, their experiences and wisdom are often…

High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with autism spectrum disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective…

Schools are the primary setting in which autistic youth receive intervention, yet fidelity to implementation of evidence-based practices (EBPs) for autism in schools varies. Fidelity is an important metric to determine whether educators are delivering EBPs as designed, and there are many different factors that predict fidelity to EBP…

Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional…

A training package for the Collaborative Model for Promoting Competence and Success (COMPASS), a multilevel consultation and coaching intervention for improved educational outcomes of students with autism, was developed and evaluated. Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating…

The Federal government mandates the use of evidence-based practice for interventions with students. Applied Behavior Analysis (ABA) is one of these evidence-based practices, but despite this, many school systems do not implement ABA as described in the literature, which leads to loss of fidelity and integrity with implementation, and often results…