Brandi Simonsen

Evidence-based Practices in Classroom Management: Considerations for Research to Practice

Classroom management is a critical skill area. Teachers should be trained and supported in implementing practices that are likely to be successful; that is, practices that are backed by evidence. The purpose of this paper is to describe the outcomes of a systematic literature search conducted to identify evidence-based classroom management practices. Although the need for additional research exists, 20 practices, in general, were identified as having sufficient evidence to be considered for classroom adoption. Considerations for incorporating these practices are suggested, and a self-assessment tool is proposed as means of evaluating and enhancing use of these practices. Suggestions for future research are also presented.

Increasing Teachers' Use of Praise with a Response-to-Intervention Approach

A multiple baseline design across teachers was used to evaluate the effects of a systematic, response-to-intervention (RTI) approach on rates of desired teacher behavior. Specifically, teachers whose rates of specific, contingent praise were nonresponsive to typical schoolwide positive behavior support training (primary intervention tier) were provided with targeted training support (secondary tier), and, when necessary, more individualized assistance (tertiary tier). In addition, composite student behavior was examined to determine if concurrent changes in student problem behaviors occurred as teachers responded to differentiated training supports. Results indicate a relationship between an RTI approach to differential levels of performance feedback and teachers’ rates of praise.

Schoolwide Positive Behavior Supports: Primary Systems and Practices

deal with student behavior,” said an administrator of an urban middle school, “5,367 office discipline referrals in one year!” While flipping through the latest stack of discipline referrals on her desk, the administrator noticed that students were being referred to the office for anything from tapping a pencil in class (“disruptive behavior”) to fighting in the hallway (“physical aggression”). The administrator sighed, “Teachers should know how to manage some of these behaviors in their classrooms.”

Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise

Classroom management skills are critical for teachers. Yet teachers receive little training in classroom management, and empirical research on teacher training in classroom management is lacking. This study was conducted to investigate the effects of explicit training and performance feedback on teachers’ implementation of three classroom management skills: prompts for social behavior, academic opportunities to respond, and specific praise. Researchers used a multiple baseline design, introducing training and then performance feedback in a staggered fashion across the three teacher behaviors. Results indicate that there was not a functional relationship between explicit training and teacher behavior; however, introducing performance feedback following training was functionally related to an increase in the level, trend, or stability of teachers’ use of each skill.

Comparing a Behavioral Check-In/Check-Out (CICO) Intervention to Standard Practice in an Urban Middle School Setting Using an Experimental Group Design.

Students who continue to demonstrate at-risk behaviors after a school implements schoolwide primary (Tier 1) interventions require targeted-group secondary (Tier 2) interventions. This study was conducted to compare the effectiveness of a targeted-group behavioral check-in/check-out (CICO) intervention with the school’s standard practice (SP) with respect to decreasing students’ off-task and other problem behavior. Researchers used a pretest—posttest control group design with random assignment to compare the two interventions (CICO and SP). Statistically significant differences were detected for systematic direct observation data of classroom behavior; however, statistically significant differences were not demonstrated for rating scale data. Limitations and implications are discussed.

Illinois Statewide Positive Behavioral Interventions and Supports Evolution and Impact on Student Outcomes Across Years

More than 1,000 Illinois schools are implementing schoolwide positive behavior support (SWPBS) to enhance outcomes for students and staff. Consequently, Illinois established layered support structures to facilitate scaling up SWPBS. This paper describes the development of this infrastructure and presents the results of HLM analyses exploring the effects of implementing SWPBS, with and without fidelity across time, on student behavior and academic outcomes (office discipline referrals, suspensions, and state-wide test scores in reading and math) for a sample of 428 Illinois schools implementing SWPBS. Results indicate that (a) most schools implemented with fidelity and maintained or improved student performance across time and (b) implementation fidelity was associated with improved social outcomes and academic outcomes in math. Study limitations and implications are discussed.

School-Wide Positive Behavior Support in an Alternative School Setting A Case Study

Students with disabilities who display serious (e.g., dangerous) problem behaviors are frequently educated in alternative school settings. Although there is considerable research on intervention approaches (e.g., function-based support) to support individual students with challenging behaviors, there is a lack of research on schoolwide intervention approaches to support all students in alternative school settings. A 3-year, descriptive, single-subject case study (AB design) was conducted to examine the impact of introducing School-Wide Positive Behavior Support (SWPBS) into an alternative education setting. Results indicate that introducing SWPBS is associated with an overall decrease in serious incidents and an increase in the percentage of students who refrain from serious physical aggression. The limitations and implications of this study are described.

A Schoolwide Model for Service Delivery Redefining Special Educators as Interventionists

General and special education are confronting tremendous change resulting from legal mandates related to closing the achievement gap under No Child Left Behind and a focus on early intervention and prevention in the Individuals With Disabilities Education Act, 2004. As a result, schoolwide intervention approaches are under rapid development, evaluation, and implementation across the country. Based on these approaches, the authors present a conceptual model for redefining special educators as interventionists who focus on the adoption and use of evidence-based, schoolwide academic and behavioral interventions. Examples of the roles and responsibilities for interventionists within the schoolwide model are provided.

Pre-Service Teacher Training in Classroom Management A Review of State Accreditation Policy and Teacher Preparation Programs

Effective classroom management skills are essential for teachers. Unfortunately, many teachers do not receive adequate classroom management training prior to beginning their teaching careers and feel unprepared for the demands of managing student behaviors in their classrooms. In this article, we describe (a) the number of states with state policy that requires pre-service teachers to receive instruction in evidence-based classroom management practices and (b) the extent to which teacher preparation programs provide this instruction for pre-service teachers. The results of this review indicate that although effective classroom management practices have been identified, a significant gap exists between the effective classroom management research base and requirements for teacher training. As a result, many pre-service teachers may not be prepared to effectively manage student behavior upon completion of a teacher preparation program due to a lack of exposure to classroom management content.

Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates A Systematic Review of the Literature

The purpose of this literature review is to systematically examine policy and practice intervention research and assess the impact of those interventions on high school dropout and school completion rates. This systematic review extends the literature by (a) describing both policy and practice interventions, (b) synthesizing findings from experimental or quasi-experimental research, and (c) examining the common elements of effective interventions. Specifically, this review addresses two main questions. First, what are the characteristics of the empirical literature examining high school dropout or school completion interventions? Second, what are the common elements of effective policy or practice interventions for reducing high school dropout rates or increasing school completion rates? Findings indicate that despite research highlighting the need to address multiple risk factors and the need for early intervention, the bulk of current empirical research is focused on single-component, individual, or small group interventions delivered at the high school level. Further research is needed to provide guidance to schools regarding the integration of dropout efforts with other school initiatives. Multitiered frameworks of support are suggested as a structure for accomplishing this effectively and efficiently.