The evaluation of the instructional mathematics coaches (IMC) initiative during the 2023-2024 school year focused on the first-year implementation of mathematics coaches in 47 elementary and middle schools. Twelve coaches were assigned to these schools based on specific criteria to provide support to mathematics teachers. This study investigated:…

Black males are being identified in special education in urban elementary school districts at a disproportionate rate. The problem addressed in this study was that inconsistent use of multitiered systems of support leads to the disproportionate identification of urban elementary-school-aged Black males in special education. The purpose of this…

In an urban Midwestern elementary school, the teachers and administrators were perplexed by the rise in special education referrals even with the implementation of response to intervention (RTI). The problem addressed in this study is the general education teachers' implementation of RTI to identify if there were any gaps in practice and, if so,…

The main objective of this study was to evaluate the efficacy of a Tier 2 intervention within the context of the Response to Intervention (RtI) model implemented by Spanish first- to second-grade primary school teachers to improve at-risk students' transcription skills. Teachers were instructed in the administration of a writing curriculum-based…

Intervention fidelity is crucial in ensuring efficient and quality support for students in need. Some coaching strategies have evidenced positive impacts on intervention fidelity and virtual coaching has been emerging in recent years, especially during the COVID-19 pandemic. However, current literature is still limited in examining the effects of…

Children and adolescents with intellectual and developmental disabilities (IDD) are more likely to engage in challenging and interfering behavior than their typically developing peers, which has been linked to many negative outcomes. The most effective interventions to address challenging and interfering behavior incorporate function-based…

The purpose of this mixed-methods study was to explore the feasibility, acceptability, and preliminary effectiveness of a Tier 2 classroom-based motivational interviewing (MI) intervention--the Aspire Group Intervention (AGI)--designed for ninth-grade students identified as being at high risk for school dropout. The nine-lesson AGI curriculum was…

Background: The increase in the number of autistic children being identified has led to increased demand on public schools to provide high-quality services. Effectively scaling up evidence-based practice (EBP) use for autistic students is challenging, given the complicated organization of special education. Teachers have significant challenges…

Coaching is an essential component of supporting teachers to implement evidence-based practices (EBPs) in classrooms. The Self-Determined Learning Model of Instruction (SDLMI), an EBP designed to promote student self-determination, uses a research-based coaching model with six guiding principles. This qualitative study analyzed the content of…

Due to the increasing number of students in need of special education services and the shortages of licensed special education personnel, paraeducators have become critical in the education of students diagnosed with autism spectrum disorder and other disabilities in school settings. As a result, the training of paraeducators has become a major…

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…

Montessori education is distinct for its implementation in 154 countries around the world. Lacking a Montessori trademark or comprehensive overseeing body, the expansion of the Montessori approach has often been diffuse and fragmented among competing organizations. The absence of centralized, accurate, and consistent accounting has made it…

Family routines provide young children with predictable, repeatable, and functional contexts for learning about the world. Participating in family routines is a critical pathway by which all children learn. While the use of family routines in caregiver-implemented interventions (CIIs) is supported by theories, research, and recommended practices,…

Postsecondary education students with intellectual and multiple disabilities are often supported by same-aged peer mentors. A single-subject multiple baseline design was used to examine the relationship between training with and without performance feedback and a peer mentor's fidelity of implementing a student's function-based intervention plan…

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…