Exploring threats to internal validity of direct assessment in single-case design research.

Single-case design research studies have historically used external observers to collect time series data that may be used to evaluate intervention effectiveness; however, single-case interventions implemented in educational settings may use the person implementing the intervention (e.g., teacher) to collect data in order to maximize feasibility.

Supporting implementation of culturally responsive teaching in a therapeutic setting.

This brief report describes findings from a single case withdrawal design study which explored the impact of training and emailed video prompts to promote a teacher's implementation of a culturally responsive teaching plan in a therapeutic school. Data collectors gathered implementation data as well as observed students' academic engagement and disruptive behavior. The teacher also provided self-report data regarding student outcomes.

Characteristics of Mindfulness-Based Interventions in Schools: a Systematic Review in School Psychology Journals.

Mindfulness-based interventions (MBIs) have been evaluated in terms of efficacy; however, little is known about implementation factors of MBIs in schools The purpose of the current study was to systematically review MBI studies published in school psychology journals. This systematic review examined peer-reviewed MBI literature in nine school psychology journals from 2006 to 2020 to examine prevalence of MBI intervention studies, specific techniques taught in MBIs, if and how fidelity of MBI implementation was evaluated, and how mindfulness skills were measured for youth participating in MBIs. A total of 46 articles (out of 4415) were related to mindfulness and 23 articles (0.