In this 3-year prospective study, we tested the extent to which school-, practice-, and district-level variables predicted sustained implementation for schools in various stages of implementation of school-wide positive behavioral interventions and supports (SWPBIS) Tier 1 (universal) systems. Staff from 860 schools in 14 U.S. states completed a research-validated measure of factors associated with sustained implementation of school interventions during Year 1 of this study. Analyses included multigroup structural equation modeling of school and district implementation fidelity data. Results indicated that adequate implementation fidelity and better Team Use of Data for decision making in Study Year 1 were the strongest predictors of sustained implementation in Year 3. In addition, the number of other schools in the district adopting SWPBIS was a similarly strong predictor. A critical mass of schools implementing was also predictive, especially for schools earlier in implementation. School characteristics were not predictive, except for grade levels served, which was an inconsistent predictor by stage.

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We argue in this article that there are conditions in which publication of negative results can make a useful contribution. Three small-scale examinations of journal publication criteria for publishing negative results were conducted. We first reviewed 29 journals from education and school/counseling psychology to assess author submission guidelines for reporting negative results. We then reviewed the most recent issue of each of the 29 journals to determine whether articles reporting negative results were being published. Finally, we surveyed the editors of the 29 journals to examine conditions in which they perceived it appropriate to publish articles that did not demonstrate experimental effects. Results of these studies indicate that currently only one of the 29 journals provides formal guidance to authors about submitting papers with negative results. Two articles published in the 29 journals in their last issue of 2016 contained only negative results. And, of the 60% of the editors who responded to our survey, 96% indicated there were conditions in which publication of negative results was appropriate. In conclusion, we propose situations in which studies reporting negative results would make a valuable contribution.

BACKGROUND: Work-based learning experiences (WBLEs) are significantly associated with improved postschool employment outcomes for students with disabilities; however, little is known about the specific barriers affecting implementation of WBLEs. OBJECTIVE: The purpose of this study was to identify community-and school-related barriers to implementing WBLEs. METHODS: This study used a mixed methods approach to analyze survey data from 170 secondary transition staff providing WBLEs to students with disabilities in three states. RESULTS: Findings provided a broader understanding of critical barriers as perceived by transition staff implementing WBLEs, including limited availability of resources, transportation, and lack of willing employers. CONCLUSIONS: Collaborative partnerships between vocational agencies and school districts have the potential to address some of these barriers and improve the delivery of employment supports and WBLEs in an effort to help students achieve their postschool employment goals.

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