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Given the importance of evidence-based practices (EBPs) for improving outcomes for students with disabilities, it is key that preservice special education teachers have the opportunity to implement EBPs with high levels of fidelity during their teacher preparation program. For this reason, the authors conducted a systematic review of the literature to answer the question: Does providing performance feedback improve preservice special education teachers’ fidelity of implementation of EBPs and outcomes for students with disabilities? Five studies were found which met inclusion criteria. These studies demonstrated a clear functional relationship between performance feedback and preservice teachers’ increased fidelity to the EBP(s). Across studies, there were mixed effects in student outcomes when preservice teachers increased their fidelity to EBPs. Limitations of the current analysis and the included studies are discussed along with future implications for researchers and practitioners.

Students with emotional and behavioral disorders (fBD) are often placed into selfcontained settings to provide more focused academic and behavioral supports. Little is known, however, about differences in the instructional contexts of self-contained and general education classrooms. Using direct observation and self-report measures, the present study investigated disparities in the practices used to support the academic and social achievement of students with and at risk for developing fBD across settings. Results indicated that teachers in self-contained settings were able to provide a greater amount of instruction in small-group settings. However, there were no differences found in the use of effective instructional strategies or practices. Findings are discussed within the context of the academic and behavioral needs of students within the sample.