Evidence-based reform in education refers to policies that enable or encourage the use of programs and practices proven to be effective in rigorous research. This article discusses the increasing role of evidence in educational policy, rapid growth in availability of proven approaches, and development of reviews of research to summarize the…

This study investigated school principals' opinions of their knowledge, skills, and leadership roles in providing services and support to students with special needs. A total of 134 respondents were included. Responses were analyzed into 4 factors; leadership in special education, leadership knowledge, leadership support, and leadership decision.…

This Research Brief provides an updated synthesize of current research on effective and promising approaches to the prevention of delinquency and youth diversion from the juvenile justice system. The move away from incarcerating youth to more community-based rehabilitative models requires the funding and implementation of research-based approaches…

The research-to-practice gap in special education refers to educators' limited use of practices that are supported by empirical evidence. Procedures specifying criteria for the determination of evidence-based practices (EBPs) in special education have the potential to address challenges associated with identifying EBPs. Although meta-analyses and…

For many decades, discussions regarding the definition and identification of learning disabilities have been contentious; one result is the varied practices across states and school districts. This study reviewed learning disability (LD) regulations and guidelines from the 50 United States and the District of Columbia that were employed during…

Check-In Check-Out is a Tier 2 intervention designed to reduce problem behavior and increase prosocial behavior. Although the intervention has demonstrated effects in several studies, few research efforts have considered how the intervention can be modified to support students with social skill deficits. Through a multiple baseline design across…

Promising findings from controlled research studies often fail to be transferred to and implemented in schools successfully. This problem is particularly apparent when considering implementation of evidence-based practices related to complex systems such as response to intervention (RTI) and other multitiered intervention frameworks in…

Purpose: This study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response. Method: An escalation design adapted from nontoxic drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) was used in this Phase…

The purpose of this case study was to explore the process by which elementary principals exercise leadership in the implementation of Response To Intervention with regard to English Learner students. Although several studies have dealt with the implementation of RTI with respect to English Learners, few studies have focused upon the leadership…

The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…

Students with severe and persistent academic or behavioral challenges may benefit from data-based individualization (DBI). Starting with an evidence-based standard protocol and systematic progress monitoring, teachers can evaluate growth and implement individualized interventions to meet students' needs. Specifically, this article addresses the…

In an era of teacher quality reforms, one overlooked area for assessing readiness for teaching is education majors' self-efficacy for teaching reading. This gap is unfortunate, as teaching reading is a common responsibility among general and special education teachers. In the current push for RTI--one in which more general education teachers are…

As it has become a prominent feature in the identification of students with specific learning disabilities (SLD), response to intervention (RTI) has generated significant interest and, in some respects, controversy regarding assessment and attendant procedures. In the present study, the authors surveyed state directors of special education…

Widespread adoption of Response to Intervention (RtI) requires large numbers of educators to develop the knowledge and skills necessary to implement the model with fidelity. This study examined relationships between large-scale professional development on RtI and educators' perceived skills. Elementary educators (n = 4,283) from 34 pilot and 27…

New mothers undergo dynamic neural changes that support positive adaptation to parenting and the development of mother-infant relationships. In this article, I review important psychological adaptations that mothers experience during pregnancy and the early postpartum period. I then review evidence of structural and functional plasticity in human…