An assumption in the school consultation literature is that an effective consultation process facilitates an effective intervention. However, although having an effective consultation process is a crucial component, it does not guarantee the development or selection of a high-quality, evidence-based, and effective intervention within an indirect service delivery model. The Brief Measure of Intervention Quality (BMIQ) was developed to address the shortage of assessments of consultation-derived intervention quality for use in consultation efficacy and effectiveness research. Specifically, the purpose of this study was to provide preliminary evidence for the validity argument of this measure. Using an arguments-based approach to guide development and preliminary validation work, it was proposed that the BMIQ would collect defensible data indicative of intervention quality. This study was conducted in three phases. These phases included the development activities, content validation activities, and a pilot study to assess the degree to which scores from the BMIQ provided validity evidence for its interpretations and uses. In the end, the BMIQ represents a promising instrument for the evaluation of interventions developed within a consultative process.

Positive student-teacher relationships (STRs) are vital for student learning and success (Ewe, 2019). Students with ADHD, however, are at risk for poorer STR quality and more negative outcomes compared to their typically developing peers (Steinberg & Drabick, 2015; Zendarski et al., 2020). While empirical research has focused primarily on the STRs for typically developing students, comparatively little is known about the factors that may play a role in STR quality for students with ADHD (Rogers et al., 2015). For example, teachers consistently report feeling inadequately prepared to manage the challenging behaviors exhibited by students with ADHD (Greene et al., 2002), which likely impacts their attitude toward and relationship with the student. Unfortunately, this topic has yet to receive the scholarly attention that appears warranted. The present study aims to (1) examine which teacher-level factors influence relationship quality between teachers and their students with ADHD, (2) investigate whether students with ADHD and their teachers perceive their relationship differently, and (3) determine how relationship quality impacts the students’ academic engagement. Salient teacher-level factors considered in this study will include certification level, years of teaching experience, stress levels, knowledge of ADHD, and teacher’s perception of the severity of their student’s ADHD symptoms. The data is projected to be collected approximately halfway through the school year from dyads of teachers and their students with ADHD. It is expected that the number of years teaching and knowledge of ADHD will be positively associated with STR quality; stress levels and perception of ADHD symptom severity are expected to be negatively associated with STR quality, and special education teachers are expected to rate STR quality as more positive than general education teachers. It is also hypothesized that teachers and students with ADHD will differ in their STR ratings, and that both teachers’ and student’s perception of relationship quality will positively impact levels of academic motivation and engagement, whereas symptom severity will have a negative impact. Understanding the factors that may be associated with more positive STR quality for students with ADHD can facilitate identification of potentially malleable factors and thus inform preservice training, in-service professional development, prevent, and intervention efforts to improve these relationships that are so critical for student success.

Social and emotional learning (SEL) has become a central component of educational programming in recent years. As schools continue to shift toward a holistic approach to education, the implementation of SEL programs has proliferated in an effort to promote students’ social and emotional competence development. Traditional SEL instruction typically occurs within the classroom setting and results in various positive outcomes for students. In light of the benefits of traditional SEL, there is a pressing need to pursue innovative practices to supplement existing ones and provide students with additional opportunities to facilitate social and emotional competence development within school settings. One such approach that has begun to capture the attention of educators and researchers involves utilizing school-based physical activity as a method to teach SEL (PA+SEL). Research investigating the effects of PA+SEL practices within school settings appears limited, despite the potential for this approach to generate positive personal and social-emotional outcomes for students. Thus, this study will expand upon previous research connecting physical activity with SEL by investigating the effects of a PA+SEL program that uses an established SEL framework and is implemented within the school setting. Results from this investigation may offer support for physical activity being utilized as an effective methodology to teach social and emotional skills within the school environment, providing educators with an alternative approach to promoting SEL.

With the ever-increasing use of technology, web-based resources are becoming more prominent. To support the identification, evaluation, and use of quality web-based resources, this study outlines the development of the Usage Rating Profile, Web-Resource (UPR-WR). This extends an existing library of URP tools. Initial items were generated to align with four usability considerations identified in available literature. Identified considerations included: acceptability, appearance, credibility, and feasibility. Content validation through a consensus building activity resulted in preliminary organization and item reduction. An exploratory factor analysis extracted four factors: reasonability, acceptability, appearance, and systems support, with reasonability containing items from hypothesized factors of credibility and feasibility. The extracted factors demonstrated acceptable reliability estimates (a = 0.82-0.93). The URP-WR also demonstrated an acceptable level of social validity as determined by subscales of the URP-A. Finally, limitations and future directions are discussed.

Effective classroom management (CM) is critical to promoting student success, as there is a clear connection between teacher CM practices and student academic, social, and behavioral outcomes. Research demonstrates that children spend more time academically engaged, progress more rapidly, and have higher levels of academic achievement when they are in a well-managed classroom. Despite the importance of CM and its influence on student outcomes, pre- and in-service training in this area appears lacking. To address this issue, some scholars have proposed the use of a data-driven, multi-tiered approach to support educational service delivery, including professional development (PD) activities designed to promote use of effective CM practices. However, in current, applied practices, PD opportunities fall largely at two ends of the spectrum of time, energy, and resources required. The goal of the present study was to explore the utility of a moderately intensive, Tier II level, PD approach within a multitiered system of educator support (MTSES) framework. A combined multiple baseline, ABC single case design across participants was used to evaluate the effects of two, PD approaches, performance feedback (PF) and performance feedback with self-monitoring (PF+SM), on the CM practices of four volunteer participants. Classroom management was measured through daily 20-minute observations using the Direct Behavior Rating- Classroom Management (DBR-CM). During the first intervention phase, participants received brief verbal and visual performance feedback before each observation period and during the second intervention phase, a self-monitoring component was added to these procedures. Results of visual and empirical analyses indicated that the PF only intervention was effective in increasing teachers use of evidence-based CM practices as measured by DBR-CM total score. Slight improvements in CM practices from the first intervention to the second intervention (PF + SM) were observed for individual participants but no effect of this intervention was demonstrated. Several important limitations and suggestions for future research are discussed.

Teachers play an essential role in supporting children with ADHD and are often responsible for implementing the classroom-based interventions designed to bolster the academic and behavioral success, and the socio-emotional development of children with ADHD in schools. Unfortunately, several studies suggest teachers are inadequately prepared to take on this role. Evidence suggests there are widespread gaps in teacher knowledge about the meaning of a diagnosis of ADHD and evidence-based interventions used to support children with ADHD in schools. The main purpose of this study is to examine the effectiveness of a virtual, self-paced professional development seminar for pre-service teachers. The webinar will be aimed at improving pre-service teacher knowledge about the diagnosis of ADHD, characteristics of students with ADHD in the classroom, and evidence-based interventions that can be used to alleviate academic and behavioral problems often experienced by students with ADHD. The webinar also aims to increase pre-service teachers’ self-efficacy as it relates to supporting children with ADHD.