Education Drivers

Discouraging Inappropriate Behaviors

Teachers place inappropriate conduct at the top of the list of challenges they face. Unacceptable behavior ranges from problematic speech to violence. Evidence supports a continuum of strategies to decrease inappropriate behavior, beginning with the least intrusive and progressing through increasingly restrictive interventions. A simple but effective intervention is explicit student reprimand, a brief correction defining the error and explaining how to improve. Performance feedback is a more formal strategy that uses comments, charts, graphs, and reports to assist students analyze and improve performance by specifying expected behavior, unacceptable performance, and the consequences for each. Basic to reducing inappropriate conduct is planned ignoring (extinction), or withholding attention when misbehavior occurs. A multiform intervention is differential reinforcement. It combines reinforcement for appropriate behavior and ignoring misbehavior in various arrangements by increasing desired behavior to replace or decrease misbehavior. Systems that award points for appropriate behavior and remove points for misbehavior (response cost) are also effective. A more restrictive option for serious disruptive conduct is time out. It is the removal of a student to a less reinforcing environment when undesired behavior occurs.

Data Mining

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SYNOPSIS
CITATION
Does Caffeine Affect Classroom Behavior and Student Performance?
This review looks at the impact that caffeine has on student behavior and academic performance.
States, J. (2011). Does Caffeine Affect Classroom Behavior and Student Performance? Retrieved from does-caffeine-affect-classroom.
Does Sugar Affect Student Behavior or Achievement?
This analysis examines the impact that sugar has on student behavior and academic achievement.
States, J. (2011). Does Sugar Affect Student Behavior or Achievement? Retrieved from does-sugar-affect-student.
How Important is Classroom Management?
This review looks at meta-analyses on the impact of classroom management and it's role in student achievement.
States, J. (2011). How Important is Classroom Management? Retrieved from how-important-is-classroom.
What behavior management factors reduce disruptive behavior?
This review looks behavior management practice elements that have the greatest impact on reducing disruptive student conduct.
States, J. (2011). What behavior management factors reduce disruptive behavior? Retrieved from what-behavior-management-factors.

 

Presentations

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CITATION
Data-Based Decision Making for Students Social Behavioral Difficulties
This paper discusses methods for making valid data-based decisions for student social behavior.
Gresham, F. (2009). Data-Based Decision Making for Students Social Behavioral Difficulties [Powerpoint Slides]. Retrieved from 2009-wing-presentation-frank-gresham.

 

Student Research

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A multilevel investigation of teacher instructional practices and the use of the responsive classroom curriculum.
The Responsive Classroom is a specific curriculum designed to improve social skills of students and reduce problem behavior. This study evaluated the impact across several schools and classrooms.
Solomon, B. Klein, S., Marcotte, & Hintze, J. (2009). A multilevel investigation of teacher instructional practices and the use of the responsive classroom curriculum. Retrieved from student-research-2009-b.
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Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy

Despite a significant drop in the use of corporal punishment in schools, a recent study finds corporal punishment is currently legal in 19 states and over 160,000 children are subject to corporal punishment in schools each year. This policy report examines the prevalence and geographic dispersion of corporal punishment in U.S. public schools. The research finds corporal punishment is disproportionately applied to children who are Black, to boys and children with disabilities. Black students experienced corporal punishment at twice the rate of white students, 10 percent versus 5 percent. This report summarizes sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discusses the future of school corporal punishment in state and federal policy.

Gershoff, E. T., & Font, S. A. (2016). Corporal Punishment in US Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy. Social Policy Report, 30(1).

 

Evidence-based practices in classroom management: Considerations for research to practice.

The purpose of this paper is to describe a systematic literature search to identify evidence-based classroom management practices.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.

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Positive Behavioral Interventions and Supports (PBIS)

The Technical Assistance Center on PBIS provides support states, districts and schools to establish, scale-up and sustain the PBIS framework.

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