Christopher J. Lemons is Associate Professor of Special Education in the Graduate School of Education at Stanford University, USA.Sarah R. Powell is Associate Professor in the Department of Special Education at University of Texas at Austin, USA.Kathleen Lynne Lane is the Roy A. Roberts Distinguished Professor in the Department of Special Education and Associate Vice Chancellor for Research at the University of Kansas, USA.Terese C. Aceves is Chair of the Department of Specialized Programs in Professional Psychology in the School of Education at Loyola Marymount University, USA.

• 1. Research Based Practices and Intervention Innovations 2. Comprehensive, Integrated, Three-tiered (Ci3T) Models of Prevention: Prioritizing Integrated Systems 3. Treatment Integrity and Social Validity in Tiered Systems: Using Data to Inform Implementation Efforts 4. Reading Achievement and Growth Mindset of Students with Reading Difficulties or Reading Disabilities: Contemporary Research and Implications for Research and Practice 5. Well-being of Educators Working in Tiered Systems 6. Leveraging Working Conditions to Improve the Quality and Effectiveness of the Special Education Teacher Workforce 7. Advances in Interventions for Students with Reading Difficulties 8. Considerations for Choosing and Using Screeners for Students with Disabilities 9. Paras’ Perceptions of Job-Related Supports, Challenges, and Effectiveness 10. Writing Instruction for Students with Disabilities (and Other Struggling Writers): Current Research and Implications for Research and Practice 11. Mathematics Interventions for Students Experiencing Mathematics Difficulty 12. Mathematics Assessments for Students Experiencing Mathematics Difficulty 13. Evidence Based, Culturally Responsive Interventions to Improve Academic Outcomes for English Learners with Reading Difficulties 14. Academic Strategies for At-Risk Students in Urban Schools 15. Advances in the use of Technology and Online Learning to Improve Outcomes for Students with Disabilities 16. Enhancing the Social Lives of Students with Disabilities: Effective Practices and Improved Outcomes 17. Theoretically and Empirically Supported Intensive Interventions for Student's Social-emotional and Behavior Needs 18. The Behavioral, Academic, and Social Engagement (BASE) Model of Social Inclusion 19. Multilingual Learners: Testing, Assessment, and Evaluation 20. Teaching Children How to Play: More Than Just a Context 21. Addressing the Whole-Youth: Characteristics and Evidence-Based Practices and Programs for Systems-Involved Youth 22. Bully Prevention and Social and Emotional Learning: Impact on Youth with Disabilities

Christopher J. Lemons is Associate Professor of Special Education in the Graduate School of Education at Stanford University, USA.Sarah R. Powell is Associate Professor in the Department of Special Education at University of Texas at Austin, USA.Kathleen Lynne Lane is the Roy A. Roberts Distinguished Professor in the Department of Special Education and Associate Vice Chancellor for Research at the University of Kansas, USA.Terese C. Aceves is Chair of the Department of Specialized Programs in Professional Psychology in the School of Education at Loyola Marymount University, USA.

• 1. Research Based Practices and Intervention Innovations 2. Comprehensive, Integrated, Three-tiered (Ci3T) Models of Prevention: Prioritizing Integrated Systems 3. Treatment Integrity and Social Validity in Tiered Systems: Using Data to Inform Implementation Efforts 4. Reading Achievement and Growth Mindset of Students with Reading Difficulties or Reading Disabilities: Contemporary Research and Implications for Research and Practice 5. Well-being of Educators Working in Tiered Systems 6. Leveraging Working Conditions to Improve the Quality and Effectiveness of the Special Education Teacher Workforce 7. Advances in Interventions for Students with Reading Difficulties 8. Considerations for Choosing and Using Screeners for Students with Disabilities 9. Paras’ Perceptions of Job-Related Supports, Challenges, and Effectiveness 10. Writing Instruction for Students with Disabilities (and Other Struggling Writers): Current Research and Implications for Research and Practice 11. Mathematics Interventions for Students Experiencing Mathematics Difficulty 12. Mathematics Assessments for Students Experiencing Mathematics Difficulty 13. Evidence Based, Culturally Responsive Interventions to Improve Academic Outcomes for English Learners with Reading Difficulties 14. Academic Strategies for At-Risk Students in Urban Schools 15. Advances in the use of Technology and Online Learning to Improve Outcomes for Students with Disabilities 16. Enhancing the Social Lives of Students with Disabilities: Effective Practices and Improved Outcomes 17. Theoretically and Empirically Supported Intensive Interventions for Student's Social-emotional and Behavior Needs 18. The Behavioral, Academic, and Social Engagement (BASE) Model of Social Inclusion 19. Multilingual Learners: Testing, Assessment, and Evaluation 20. Teaching Children How to Play: More Than Just a Context 21. Addressing the Whole-Youth: Characteristics and Evidence-Based Practices and Programs for Systems-Involved Youth 22. Bully Prevention and Social and Emotional Learning: Impact on Youth with Disabilities

Christopher J. Lemons is Associate Professor of Special Education in the Graduate School of Education at Stanford University, USA.Sarah R. Powell is Associate Professor in the Department of Special Education at University of Texas at Austin, USA.Kathleen Lynne Lane is the Roy A. Roberts Distinguished Professor in the Department of Special Education and Associate Vice Chancellor for Research at the University of Kansas, USA.Terese C. Aceves is Chair of the Department of Specialized Programs in Professional Psychology in the School of Education at Loyola Marymount University, USA.

• 1. Research Based Practices and Intervention Innovations 2. Comprehensive, Integrated, Three-tiered (Ci3T) Models of Prevention: Prioritizing Integrated Systems 3. Treatment Integrity and Social Validity in Tiered Systems: Using Data to Inform Implementation Efforts 4. Reading Achievement and Growth Mindset of Students with Reading Difficulties or Reading Disabilities: Contemporary Research and Implications for Research and Practice 5. Well-being of Educators Working in Tiered Systems 6. Leveraging Working Conditions to Improve the Quality and Effectiveness of the Special Education Teacher Workforce 7. Advances in Interventions for Students with Reading Difficulties 8. Considerations for Choosing and Using Screeners for Students with Disabilities 9. Paras’ Perceptions of Job-Related Supports, Challenges, and Effectiveness 10. Writing Instruction for Students with Disabilities (and Other Struggling Writers): Current Research and Implications for Research and Practice 11. Mathematics Interventions for Students Experiencing Mathematics Difficulty 12. Mathematics Assessments for Students Experiencing Mathematics Difficulty 13. Evidence Based, Culturally Responsive Interventions to Improve Academic Outcomes for English Learners with Reading Difficulties 14. Academic Strategies for At-Risk Students in Urban Schools 15. Advances in the use of Technology and Online Learning to Improve Outcomes for Students with Disabilities 16. Enhancing the Social Lives of Students with Disabilities: Effective Practices and Improved Outcomes 17. Theoretically and Empirically Supported Intensive Interventions for Student's Social-emotional and Behavior Needs 18. The Behavioral, Academic, and Social Engagement (BASE) Model of Social Inclusion 19. Multilingual Learners: Testing, Assessment, and Evaluation 20. Teaching Children How to Play: More Than Just a Context 21. Addressing the Whole-Youth: Characteristics and Evidence-Based Practices and Programs for Systems-Involved Youth 22. Bully Prevention and Social and Emotional Learning: Impact on Youth with Disabilities