Adolescents with autism spectrum disorder (ASD) often experience challenges with social skill interactions that may affect their quality of life. Given that parents are often the most frequent and constant presence in their child's life, parents serve a vital role in their child's social and behavioral development. For this reason, children may…

Better integration of evidence-based practices (EBPs) in schools can improve access to effective youth mental health care. However, EBPs typically developed and tested within clinics may not be feasible for school-based implementation. We conducted a small randomized trial comparing Show Me FIRST, a brief intervention designed for efficient uptake…

Three teacher education professors describe their respective professional experiences surrounding the effects of the COVID-19 pandemic. Each detail how their professional experience and foci led them to make changes to best serve the students at their institution. This article intends to serve teacher educators by striking a balance between theory…

There is growing research aimed at translating parent-mediated interventions into Part C Early Intervention systems to examine the effectiveness and reach of these models. Although research to date suggests that Early Intervention providers deliver parent-mediated intervention near fidelity, current fidelity reporting practices make delivery…

Though treatment integrity measurement is important for research intended to promote social and behavioral outcomes of children at risk for emotional and behavioral disorders (EBDs) in early childhood settings, measurement gaps exist in the field. This paper reports on the development and preliminary psychometric assessment of the treatment…

Outdoor School (ODS) in Oregon is a regular educational experience for Oregon's fifth and sixth graders. ODS programs and providers have identified training opportunities related to ensuring ODS is accessible and inclusive for all students, particularly students with disabilities. The current study explored the unique educational context of ODS…

This study examined the impact of the levels of fidelity of teacher implementation of a research-based middle school mathematics program, implemented systemically across a district, on student achievement benchmarks. By examining the systemic implementation based on the level of fidelity to the written curriculum, this quantitative study sought to…

Scaling up evidence-based educational interventions to improve student outcomes presents challenges, especially when adapting to new contexts while maintaining fidelity. Structured teacher adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) offer a viable solution to bridge the…

This study evaluated the effects of a pyramidal training approach that used an expert trainer who taught teachers how to train their paraeducators. Three special education teachers were taught to train four paraeducators to provide students with intellectual and developmental disabilities opportunities to initiate (OTI). A multiple baseline design…

Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher order learning opportunities for students with learning disabilities or difficulties in mathematics through use of research and practice from the fields of special education and…

Advancing Social-Communication and Play (ASAP) is a classroom-based intervention targeting the social-communication and play development of preschool-age children with autism spectrum disorder. We used a multimethod approach to measuring intervention fidelity, including adherence, exposure, treatment differentiation, and quality of treatment…

The problem statement for this project-based learning was loose coupling, when applied to the PBIS framework, translates into major gaps with district-wide implementation of Tier II and Tier III interventions. Additionally, lack of superintendent-adaptive schools' knowledge and practices impact fidelity of implementation. Tier II and Tier III…

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…

Implementation fidelity is considered an indicator of an intervention's internal validity. In reading research, while student outcome measures are often well described, measures of implementation fidelity have received far less attention. Although researchers have become interested in the relation between implementation fidelity and student…

The purpose of this study was to investigate the effectiveness of the ORIGO Stepping Stones program in a large suburban school district in the Midwestern U.S.. The sample included 11 elementary schools that implemented the program during the 2013-2016 school years. Findings are presented from teacher surveys, classroom observations, and analysis…