Teacher-level factors are theoretically linked to student outcomes in data-based instruction (DBI; Lembke et al., 2018). Professional development and ongoing support can increase teachers' knowledge, skills, and beliefs related to DBI, as well as their instructional fidelity (McMaster et al., 2020). However, less is known about how each of these…

Many students struggle to understand what they read. The purpose of my study was to determine the relationship between teachers' instruction of three processes believed to help readers to become more engaged (purpose setting, questioning, and predicting), students' use of these engaged reader processes, and students' comprehension development. My…

A controlled quasi-experimental design was used to evaluate the effects of the use of MindPlay Virtual Reading Coach on participants' reading and spelling achievement. After attrition, participants included 170 students enrolled in eight second-grade classrooms (four classrooms in each school) in two public elementary schools in the southwestern…

The current study explored the extent to which a common measure of perceived implementation of critical features of Positive Behavioral Interventions and Supports (PBIS) predicted fidelity of implementation 3 years later. Respondents included school personnel from 261 schools across the United States implementing PBIS. School teams completed the…

Using a modified system of least prompts, two classroom teachers taught three participants with moderate intellectual disability to generate questions about United States history. After reading brief portions of the text aloud to the participants, the teachers taught participants to identify if the answer to the question was in the book or not in…

This study examined the implementation of a scripted phonics program taught by paraprofessionals in kindergarten classrooms in a local school district. Two research questions were investigated: (a) Can paraprofessionals with no prior training in phonics effectively implement a scripted phonics program for struggling kindergartners? and (b) Did…

The current study explored the extent to which a common measure of perceived implementation of critical features of School-wide Positive Behavior Support (SWPBS) predicted fidelity of implementation 3 years later. Respondents included school personnel from 261 schools across the United States implementing SWPBS. School teams completed the…

Research indicates that increasing teacher-directed opportunities to respond (TD-OTR) positively impacts student outcomes. Prior reviews of the empirical literature focused on outcomes for students with emotional behavioral disorders or on TD-OTRs as one of many classroom-management practices; however, prior reviews did not examine effects of…

More than a decade has passed since the National Research Council described the common elements of effective educational programs for young children with autism. Since that time, few studies have attempted to understand the mechanisms of change and factors affecting the effectiveness of research supported interventions implemented in community…

The present study examines data collected during the second year of a three-year longitudinal cluster randomized controlled trial, the Responsive Classroom Efficacy Study (RCES). In the context of and RCT, the research questions address naturally occurring variability in the independent variables of interest (i.e., teachers' (fidelity of…