Placement decisions for students with severe disabilities have often been based less on the
students' unique learning needs but more on beliefs and presumptions about student …

Schools, like other service sectors, are confronted with an implementation gap, with the slow
adoption and uneven implementation of evidence-based practices (EBP) as part of routine …

Group contingencies (GCs) are an effective intervention for improving student outcomes in
general education school settings but their use in alternative education has historically been …

School-and teacher-related contextual factors are those that often influence the quality of
social-emotional learning (SEL) program implementation, which in turn has an impact on …

Preparing teachers to implement evidence-based practices for students with autism
spectrum disorder (ASD) is a pressing need. We surveyed 456 teachers and administrators …

School psychologists commonly provide intervention services to children through
consultation with teachers. Data suggest, however, that many teacher consultees struggle to …

Many early educators cite behavior management as a top professional development need.
Evidence-based practices exist to address severe challenging behavior, but promoting …

In this mixed methods study, qualitative, quantitative, and single-case methods were
combined to provide a comprehensive investigation of teacher and student outcomes …

Writing allows access to venues often limited by poverty, disabilities, and geography.
Promoting writing skills can create bridges to overcome the isolation that often keeps …

Clinical experiences are a critical component of teacher preparation programs. Two
technology-based approaches used during clinical experiences in special education …