Variables affecting the sustained implementation of evidence-based practices are receiving increased attention. A descriptive analysis of the variables associated with sustained implementation of First Step to Success (FSS), a targeted intervention for young students at risk for behavior disorders, is provided. Measures based on a conceptual model of sustainability were used with personnel from 29 schools from 13 Oregon school districts to describe variables that promote the sustainability of FSS. Results indicate that 28% of the school districts continued to implement FSS up to 10 years after initial implementation. Six critical features were perceived by school personnel to promote sustainability: (a) dedicated resources, (b) training and orientation activities, (c) district-level coordination, (d) selection of students who are a good fit for the intervention, (e) highly qualified coaches, and (f) administrative support. Clinical relevance and future directions for research addressing sustainability are presented.

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With the recent increase in the use of functional behavior assessment (FBA) in school settings, there has been an emphasis in practice on the development and use of effective, efficient methods of conducting FBAs, particularly indirect assessment tools such as interviews. There are both benefits and drawbacks to these tools, and their technical adequacy is often unknown. This article presents a framework for assessing the measurement properties of FBA interview tools and uses this framework to assess evidence for reliability and validity of one interview tool, the Functional Assessment Checklist: Teachers and Staff (FACTS; March et al., 2000). Results derived from 10 research studies using the FACTS indicate strong evidence of test—retest reliability and interobserver agreement, moderate to strong evidence of convergent validity with direct observation and functional analysis procedures, strong evidence of treatment utility, and strong evidence of social validity. Results are discussed in terms of future validation research for FBA methods and tools.

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Students with or at-risk for emotional and behavioral disorders pose an immense challenge for educators, and typical practices to address them are punitive and exclusionary, leading to poor academic and social outcomes for students. To address the complex needs of students with intensive emotional and behavioral needs, evidence-based practices and strategies that have been validated through rigorous research are needed. In this article, we describe evidence-based practices for creating positive and effective classrooms environments as well as illustrate implementation factors that are key to successful and sustained use of evidence-based practices in school settings.