Discouraging Inappropriate Behaviors

Systematically applied W. R. Jenson's (1990, unpublished; see also G. Rhode et al, 1992) Mystery Motivator (MM) across 9 Ss (5 3rd-grade boys and 4 5th-grade boys) from 2 classrooms.

The debate over the effects of the use of extrinsic reinforcement in classrooms, businesses, and societal settings has been occurring for over 30 years. This article examines the debate with an emphasis on data-based findings. The extrinsic/intrinsic dichotomy is explored along with seminal studies in both the cognitive and behavioral literature. 

Scholarly and empirically based, this market-leading text gives students what they need to understand using the principles and practices of applied behavioral management in the classroom. The book covers: identifying target behavior, collecting and graphing data, functional assessment, experimental design, arranging antecedents and consequences, generalizing behavior change and discusses the importance of ethical considerations in using applied behavior analysis in the classroom.

A multiple baseline design across participants was used to determine how teacher greetings affected on‐task behavior of 3 middle school students with problem behaviors.

The purposes of this article are to describe (a) the context in which PBS and FBA are needed and (b) definitions and features of PBS and FBA.

We evaluated the effectiveness of full-session differential reinforcement of low rates of behavior (DRL) on 3 primary school children's rates of requesting attention from their teacher. Using baseline rates of responding and teacher recommendations, we set a DRL schedule that was substantially lower than baseline yet still allowed the children access to teacher assistance.

We compared immediate and delayed error correction during sight-word instruction with 5 students with developmental disabilities. Whole-word error correction immediately followed each error for words in the immediate condition. In the delayed condition, whole-word error correction was provided at the end of each session's three practice rounds. Immediate error correction was superior on each of the four dependent variables.

The present study investigated the effects of a classroom behavior management technique based on reinforcers natural to the classroom, other than teacher attention.

Differential-reinforcement-of-low-rate (DRL) schedules can be used to decrease, but not eliminate, excessive bids for teacher attention in a classroom. There are two primary methods of implementing a DRL: full session and spaced responding.

Functional communication training incorporates a comprehensive assessment of the communicative functions of maladaptive behavior with procedures to teach alternative and incompatible responses.

The author shares nine teachable competencies that can serve as a principal's guide for empathy education. This paper will help answer which practices enhance empathy and how will principals know if teachers are implementing them effectively. 

This volume describes research aimed at identifying 10 model programs proven effective for violence prevention; describes the 10 programs selected from the more than 400 reviewed; and details the goals, targeted risk and protective factors, design, and other aspects of Life Skills Training, one of the model programs selected.

This meta-analysis synthesized single-case research (SCR) on The Good Behavior Game across 21 studies, representing 1,580 students in pre-kindergarten through Grade 12. 

This paper summarizes an approach to prevention partnerships developed over a decade and centered on the three-tiered Positive Behavioral Interventions and Supports (PBIS) model.

The current study reports intervention effects on child behaviors and adjustment from an effectiveness trial of School-Wide Positive Behavioral Interventions and Supports.

Previous research indicates that manipulating dimensions of reinforcement during differential reinforcement of alternative behavior (DRA) for situations in which extinction cannot be implemented is a potential approach for treating destructive behavior.

Employing a conceptual framework of generalization strategies proposed by Stokes and Osnes (1986), the authors selectively reviewed the research literature concerning interventions to improve young children's social behavior and strategies for promoting generalization and maintenance of young children's social responding. Three basic strategies are discussed. 

Reports on a randomized trial of case management carried out in conjunction with the Robert Wood Johnson Foundation's Mental Health Services Program for Youth in North Carolina (RWJ MHSPY). 

The purpose of the present article is to resolve differences in previous meta-analytic findings and to provide a meta-analysis of rewards and intrinsic motivation that permits tests of competing theoretical explanations.

The authors evaluating effects of a school's implementation of check-in/check-out with two typically developing students in the school.

The effects of long and short durations of positive practice overcorrection were studied, for the reduction of off-task behavior after an instruction to perform an object-placement task. 

It is generally agreed that serious misbehavior in children should be replaced with socially appropriate behaviors, but few guidelines exist with respect to choosing replacement behaviors. The authors address this issue in two experiments.

This article (a)provide a definition of the evolving applied science of positive behavior support (PBS); (b)describe the background sources from which PBS has emerged; (c)give an overview of the critical features that, collectively, differentiate PBS from other approaches; and (d) articulate a vision for the future of PBS.

Assessment and intervention approach for dealing with problem behavior need to be extended so that they can be effectively and comprehensively applied within the community. To meet assessment needs, the authors developed a three-component strategy: description, categorization, and verification.

This review of the literature examines the impact of performance feedback on two evidence-based classroom management strategies: praise and opportunities to respond (OTRs).

The relative effectiveness of group care (GC) and multidimensional treatment foster care (MTFC) was compared in terms of their impact on criminal offending, incarceration rates, and program completion outcomes for 79 male adolescents who had histories of chronic and serious juvenile delinquency. 

Peer mediated intervention (PMI) is a promising practice used to increase social skills in children with autism spectrum disorder (ASD). PMIs engage typically developing peers as social models to improve social initiations, responses, and interactions.

This study sought to extend the work of Horner et al. (2010) in assessing the evidence base for SWPBS. However, unlike in the Horner et al. (2010) study, in this study the proposed criteria were applied to individual studies.

The purpose of this study was to examine the use of a classwide positive peer reporting intervention known as ‘‘tootling’’ in conjunction with a group contingency procedure to reduce the number of disruptive behaviors in a third-grade inclusive classroom.

This study was designed to evaluate the effects of a combined self-monitoring and static self-model prompts procedure on the academic engagement of three students with autism served in general education classrooms

This is the first comprehensive national report to scrutinize the impact of strict Zero Tolerance approach in the America public school. This report illustrate that Zero Tolerance is unfair, is contrary to developmental needs of children, denies children educational opportunities, and often results in the criminalization of children. 

Treatment fidelity assessment is critical to evaluating the extent to which interventions, such as the Good Behavior Game, are implemented as intended and impact student outcomes. The assessment methods by which treatment fidelity data are collected vary, with direct observation being the most popular and widely recommended. 

Investigated the effect of a school-wide intervention plan, consisting of pre-correction and active supervision strategies, on the social behavior of elementary students in major transition settings.

The purpose of this study was to conduct an experimental investigation of the Positive Greetings at the Door (PGD) strategy to improve middle school students’ classroom behavior. 

The authors conducted a preliminary analysis of maintaining variables for children with conduct disorders in an outpatient clinic. The assessment focused on appropriate child behavior and was conducted to formulate hypotheses regarding maintaining contingencies. 

A full canon of empirical literature shows that students who are African American, Latinx, or American Indian/Alaskan Native, and students who are male, diagnosed with disabilities, or from low socioeconomic backgrounds are more likely to experience exclusionary discipline practices in U.S. schools. Though there is a growing commitment to mitigating discipline disparities through alternative programming, it is clear that disproportionality in the application of harmful discipline practices persists.

This meta-analysis of single-case research synthesized the results of 29 studies examining the effectiveness of school-based peer management interventions. 

The issue of sexual harassment has been front page news this past year. What does the research tell us about school interventions designed to reduce sexual harassment? This meta-analysis examines research on the topic and provides insight into how effective current efforts are at stemming incidents of this serious problem. This review provides a quantitative synthesis of empirical evaluations of school-based programs implemented in middle and high schools designed to prevent or reduce incidents of dating violence. This meta-analysis of 23 studies indicates school-based programs having no significant impact on dating violence perpetration and victimization; however, they can have a positive influence on dating violence knowledge and student attitudes.

A meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation.

The author's objective is to assess treatment effectiveness for problem behaviours of individuals who have mental retardation.

This study investigated the effects of self-graphing on improving the reactivity of self-monitoring procedures for two students with learning disabilities.

The current study was designed to evaluate the effects of a tootling intervention, in which students report on peers' appropriate behavior, modified to incorporate ClassDojo technology, on class-wide disruptive behavior and academically engaged behavior. 

The purpose of this article is to address some of the key points of confusion, identify areas of overlap and distinction, and facilitate a constructive and collegial dialog between proponents of the PBS and ABA perspectives.

Two analyses investigated the effects of choice making on the responding of elementary school students with emotional and behavioral challenges. 

The authors evaluated the initial effectiveness, maintenance, and transferability of the results of functional communication training as an intervention for the challenging behaviors exhibited by 3 students.

Could there be a behavioral vaccine, nearly as simple as antiseptic handwashing, which might significantly reduce the mortality and morbidity of multiproblem behavior? Yes, there could be. This paper details what one might be and how it might become as common as a doctor or nurse washing hands with an antiseptic solution

Presents some of the current best practices in services for children and their families, as well as in the research and evaluation of these services. 

This guide explores the challenges involved in providing the optimum climate for learning and provides recommendations for encouraging positive behavior and reducing negative behavior.

The review contains a comprehensive evaluation of studies that have directly compared school‐based, teacher‐ vs. student‐management interventions.

This study used a single-subject alternating treatment design, with a baseline phase, to explore the relationship between the presence (or absence) of prompting and off-task behavior of two male middle school students in general education.

The purpose of the Beginning Teacher Evaluation Study1 (BTES) was to identify teaching activities and classroom conditions that foster student learning in ele-mentary schools. The study focused on instruction in reading and mathematics at grades two and five. 

The purposes of this review were to (a) describe and quantify the effect of the Good Behavior Game on various challenging behaviors in school and classroom settings and (b) understand characteristics of the intervention that may affect the magnitude of the outcomes

The purpose of this study was to examine how the implementation of a recess intervention within the context of School-wide Positive Behavior Support (SwPBS), a systemwide, team-driven, data-based decision-making continuum of support, affected disruptive student behavior and teacher supervision on the playground in an urban elementary school

This paper summarize basic research on response effort and explore the role of effort in diverse applied areas including deceleration of aberrant behavior, attention deficit hyperactivity disorder, oral habits, health care appointment keeping, littering, indexes of functional disability, and problem-solving.

Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations.  The research also discuss several newer strategies that warrant attention.

The purpose of this study is to conduct a systematic meta-analysis of RCTs on SWPBIS. Ninety schools, including both elementary and high schools, met criteria to be included in this study. A statistically significant large treatment effect (g = −.86) was found for reducing school suspension. No treatment effect was found for office discipline referrals.

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.

This book discuss how extrinsic incentives may come into conflict with other motivations and examine the research literature in which monetary incentives have been used in a nonemployment context to foster the desired behavior. The conclusion sums up some lessons on when extrinsic incentives are more or less likely to alter such behaviors in the desired directions.

Three group-oriented contingency systems (interdependent, dependent, and independent) were compared in a modified reversal design to evaluate each system's effectiveness in controlling the disruptive behavior of a self-contained classroom of educable mentally retarded children.

This overview focuses on proactive strategies to support appropriate behavior in school settings.

This overview focuses on proactive strategies to support appropriate behavior in school settings.

This overview describes strategies for how school personnel can respond when disruptive behavior occurs, including (1) negative consequences that can be applied as primary interventions, (2) functional behavior assessment, and (3) function-based, individualized interventions characteristic of the secondary or tertiary tiers of a multitiered system of support. 

This overview summarizes research about the effects of rules on appropriate and inappropriate behavior in school settings and provides recommendations for incorporating rules effectively into a behavior management program.

This overview summarizes research on the effects of the physical classroom environment on student behavior.

This overview describes the definitions and importance of active supervision. This overview also provides research and implementations of this strategy.

The main purposes of the present study were to evaluate the efficacy of FCT for treating severe problem behavior in a relatively large sample of individuals with mental retardation (N = 21) and to determine the contribution of extinction and punishment components to FCT treatment packages.

Four parents enrolled in a Responsive Teaching class carried out experiments using procedures they had devised for alleviating their children's problem behaviors. The techniques used involved different types of reinforcement, extinction, and punishment.

The authors evaluated four methods for increasing the practicality of functional communication training (FCT) by decreasing the frequency of reinforcement for alternative behavior.

To examine the long-term effects of an intervention combining teacher training, parent education, and social competence training for children during the elementary grades on adolescent health-risk behaviors at age 18 years. 

This study is a replication of a study that investigated the combination of active supervision, precorrection, and explicit timing. The purpose of the study was to decrease student problem behavior, reduce transition time, and support maintenance of the intervention in the setting.

Teachers experience high levels of stress and emotional exhaustion while teaching in classrooms with too much student misbehavior. This situation created a negative learning environment in which the teachers were not able to complete their lesson plans on a daily basis. Fortunately, a simple strategy was used to effectively respond to these challenging behaviors.

Teachers experience high levels of stress and emotional exhaustion while teaching in classrooms with too much student misbehavior. The two teachers in this study expressed concerns about this very issue during math instruction. They were also feeling tired and stressed due to constantly reprimanding students. Fortunately, a simple strategy was used to effectively respond to these challenging behaviors

This book explains the principles of MST and provides clear guidelines for clinical assessment and intervention with delinquent youth and their families.

This outstanding textbook presents innovative interventions for youth with severe emotional and behavioral disorders. Community Treatment for Youth is designed to fill a gap between the knowledge base and clinical practice through its presentation of theory, practice parameters, training requirements, and research evidence.

This outstanding textbook presents innovative interventions for youth with severe emotional and behavioral disorders. Community Treatment for Youth is designed to fill a gap between the knowledge base and clinical practice through its presentation of theory, practice parameters, training requirements, and research evidence.

A study was designed to investigate if a combination of positive behavior supports-based interventions such as behavior-specific praise and reduced teacher reprimands might improve on-task behavior. 

In this issue of JPBI, the forum is dedicated to comments from administrators, teachers, parents, students, and specialists who are participating in efforts to establish school-wide behavior support. 

Four secondary school teachers were systematically observed teaching four different classes. Measures of class on‐task behaviour and teacher use of praise and reprimand were made during each observation session. 

This evaluation used Messick's construct validity as a conceptual framework for an empirical study assessing the validity of use, utility, and impact of office discipline referral (ODR) measures for data-based decision making about student behavior in schools. 

This study examines the impact of The Whole School Restorative Justice Program (WSRJ). WSRJ utilizes a multi-tiered strategy. Tier 1 is regular classroom circles, Tier 2 is repair harm/conflict circles, and Tier 3 includes mediation, family group conferencing, and welcome/re-entry circles to initiate successful re-integration of students being released from juvenile detention centers.The key findings of this report show decreased problem behavior, improved school climate, and improved student achievement. 

Differential reinforcement of other behavior (DRO) has been applied to reduce problem behavior in various forms across different populations. We review DRO research from the last 5 years, with a focus on studies that enhance our understanding of the underlying mechanisms of DRO.

The purpose of the present study was to assess the effects of active supervision on the hallway behavior (i.e., tardies) of students in a rural high school using a multiple baseline across instructional periods

The authors examined the effectiveness of self-monitoring for increasing the rates of teacher praise statements and the acceptability of using this technique for teachers. This study's results support the use of self-monitoring to increase effective teaching practices, namely praise, and further demonstrates high social validity for the participant and the students.

The authors examined the effectiveness of self-monitoring for increasing the rates of teacher praise statements and the acceptability of using this technique for teachers. The participant was a first-year teacher of high school students with emotional and behavioral disturbances. In all, this study's results support the use of self-monitoring to increase effective teaching practices, namely praise, and further demonstrates high social validity for the participant and the students.

The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). 

Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents.

This chapter traces the history of behavior modification as a general movement. Individual conceptual approaches and techniques that comprise behavior modification are obviously important in tracing the history, but they are examined as part of the larger development rather than as ends in their own right. 

The Good Behavior Game (GBG), a method of classroom behavior management used by teachers, tested in first- and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985–1986 school year. This article reports on impact to age 19–21.

Each of the 4 sections ends with a discussion that establishes a framework within which to reflect on the contributions of the selected chapters. 

This study is an examination of the effectiveness of the Mystery Motivator—an interdependent group contingency, variable-ratio, classwide intervention—as a tool for reducing disruptive classroom behavior in eight diverse general-education elementary school classrooms across seven different schools. 

This study examined the impact of two class‐wide positive behavior support programs. The Mystery Motivator and Get 'Em On Task interventions were implemented in an alternating treatments design with fifth grade participants to decrease off‐task behaviors.

The authors evaluated the effects of response cards on the disruptive behavior and academic responding of students in two urban fourth-grade classrooms.

This study provides a direct comparison of differential reinforcement of other behavior (DRO)
and differential reinforcement of alternative behavior (DRA). Participants included three
children in center-based classrooms referred for functional assessments due to disruptive
classroom behavior.

The bulletin describes the procedures used to select studies for the meta-analysis, presents the methods of analysis used to answer the above questions, and then discusses effective interventions for noninstitutionalized and institutionalized offenders. 

The authors investigated the relative effects of self-recording of attentive behavior and self-recording of academic productivity with 5 upper elementary-aged special education students in their special education classroom.

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders.

This study examines key substance use, delinquency, and school-based aggressive behavior outcomes at a 1-year follow-up for a cognitive-behavioral intervention delivered to aggressive children and their parents at the time of these children's transition to middle school. 

 The purpose of this study was to provide an example of a group contingency classwide intervention called Anchor the Boat that operationally defined behavioral expectations, taught those expectations using teacher-directed instruction and role playing, and reinforced students when they met the behavioral criteria. 

This report examines data on out of school suspension rates in every school district in the country. 

This paper examines the practice of “tootling.” Tootling is a peer-mediated classroom management practice designed to have students identify and then report on peer prosocial behavior. Students are taught to be on the look-out for peer behavior that met the criterion for being reinforced. When they witness prosocial behavior, they write it down on a piece of paper and turn it into the teacher. At the end of the class, three “tootles” are drawn from the lot and read out to the classroom. The results suggest that peer reinforcement had a positive impact on increasing appropriate student behavior, reducing disruptive conduct, and student engagement

This study examined the types and frequency of schools’ social expectations and behavioral indicators as they were written into their behavior matrices

This study investigated the effectiveness of the mystery motivator intervention as a means to remediate mathematics homework accuracy and completion problems in five fifth-grade students.

This is a study of the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior.

This study extended prior research into teacher-student relationships by exploring the relative balance of negative and positive teacher-student relationships in high school students' academic lives (in each of English,
mathematics, science, history, and geography subjects). 

Interventions for challenging behavior are more likely to be effective when based on the results of a functional behavioral assessment. Research to date suggests that staff members in educational settings may not have the requisite levels of expertise or support to implement behavioral assessment procedures and design corresponding behavior support plans.

Check-in/check-out (CICO) is a Tier 2 behavioral intervention that has demonstrated
effectiveness for students with challenging behavior in a variety of educational settings.
Existing research has focused primarily on testing the intervention's effectiveness and the
role of behavioral function in moderating response to intervention.

Given the increased risk factors in the transition from middle school to high school, this study tracked academic and school discipline records for students receiving general and special education services as they transitioned from Grade 8 to Grade 9

The constituent parts of a five component behavioural intervention package are described and the effect of the intervention on the on‐task behaviour of two “disruptive” secondary school classes reported. 

This article describes a step-by-step process for using active supervision, with teaching tips to assist with successful implementation. Throughout the article we offer lessons from the field featuring the perspectives of practitioners who have used active supervision in classrooms that include students with challenging behavior.

This study examined the effect of a visual performance feedback intervention (i.e., a simple, computer-generated line graph) on teachers' rate of praise for students' academic and behavioral performance and subsequent changes in students' rates of problem behavior.

This Report describes the Blueprints programs, presents lessons learned about program implementation, and provides recommendations for program designers, funders, and implementing agencies and organizations.

In this study, FCT was superimposed on an existing NCE schedule in an attempt to maintain the advantages of each procedure while removing known limitations.

Effects of two curricular and materials modifications on the on-task behavior and correct academic responding of three elementary-aged students identified with emotional or behavioral disorders (E/BD) were evaluated in two separate studies. 

A within-subjects multiple baseline across subjects design was employed to assess the effects of a self-management intervention involving self-recording and goal setting on the academic behaviour of three Year 4 (8-year-old) boys during language (poetry and story writing) lessons

Two studies were conducted to examine the effects of a brief prompting intervention (verbal and visual reminder of classroom rules) to improve classroom behavior for an elementary student during small-group reading instruction in a special education classroom (Study 1) and for three high school students with mild disabilities in an inclusive general education classroom (Study 2).

This paper is designed to help educators understand research findings on promising interventions for students with a history of behavior problems. It reviews programs for preventing such problems from recurring among children and adolescents with chronic antisocial behavior.

this article traces the history of institutional disciplinary measures, showing that the underlying philosophical orientation toward social control exacts a heavy toll on students, teachers, and the entire school community by producing prison-like schools that remain unsafe. 

The Good Behavior Game: A classroom-behavior intervention effective across cultures

The present report evaluates the accuracy of a reinforcer survey by comparing the survey results to the results of subsequent reinforcer assessments for 20 children using a concurrent-operants arrangement to assess relative reinforcer preference.

This report examines: (1) patterns in disciplinary actions among public K-12 schools; (2) challenges selected school districts have with student behavior and how they approach school discipline; and (3) actions the Departments of Education and Justice have taken to identify and address disparities or discrimination in school discipline.

This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective.

This study evaluated the use of classroom-level behavior management strategies that align with School-Wide Positive Behavioral Interventions and Supports (SW-PBIS).

This study sought to compare the differential effects of using student-selected rewards and mystery rewards while implementing the Mystery Motivator. Three elementary classes participated in the study. 

A meta-analytic approach was used to investigate the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement.

The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multi categorical resource room.

The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multi categorical resource room.

Observed 8 Ss in each of 2 5th-grade, 2 5th–6th grade, and 2 6th-grade classrooms, using a time-sampling method, to determine the effect of desk arrangements.

The authors conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for Exceptional Children (CEC) quality indicators and standards to determine whether BSP can be considered an evidence-based practice (EBP).

This study evaluates the effect of implementation planning, a treatment integrity promotion strategy that includes detailed logistical planning and barrier identification adapted from an adult behavior change theory from heath psychology (i.e., the Health Action Process Approach).

This study examined the effects of active supervision on the moderate to vigorous physical
activity (MVPA) levels of middle school students during fitness instruction.

This article presents an example of how school time was monitored to facilitate a cost analysis of school-wide systems of positive behavior support (PBS). 

This study evaluated the effects of an elementary physical education curriculum in which development of positive social skills, including leadership and conflict‐resolution behaviors, was the primary focus

As the successor to one of NASP's most popular publications, Interventions for Academic and Behavior Problems II offers the latest in evidence-based measures that have proven to create safer, more effective schools.

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

In the current study, a withdrawal design was used to investigate a corollary system. Fourth-grade students were trained to observe and report peers’ prosocial behaviors (i.e., tootle), and interdependent group contingencies and public posting were used to reinforce those reports.

In this grounded theory study, 19 teachers were interviewed and then, in constant comparative fashion, the interview data were analyzed. The theoretical model that emerged from the data describes novice teachers' tendencies to select and implement differing strategies related to the severity of student behavior. 

In this overview, classroom management strategies have been grouped into four essential areas: rules and procedures, proactive management, well-designed and delivered instruction, and disruptive behavior management. These strategies are devised for use at both school and classroom levels.

The present research seeks to extend the previous studies to an even younger age group and focus on proximal colorfulness. With a sample of 15 pre-schoolers (3–4 years old) we examined whether a colorful play surface compared to a non-colorful (white) play surface would affect engagement in developmentally appropriate structured play. 

The purpose of this special issue is to address current issues, challenges, and promising approaches for providing Tier 2 behavioral interventions in school settings. Articles solicited for this issue address gaps in the literature and implementation needs and challenges specifically for Tier 2.

This article focuses on the systemic implementation features of SWPBS as a means of increasing the accurate adoption and sustained implementation of effective behavioral practices at the individual student, classroom, and school-wide levels. This article describes SWPBS, suggest how SWPBS might be implemented at broader systems levels, and discuss research and practice implications.

This study has 2 purposes: examine the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disorders (EBD) and the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of a class of students with EBD.

This research brief provide an introductory overview of the cost of implementation of SWPBIS, as a school-wide approach to reduce suspensions, compared to the cost of school dropout.

Two years of office referral data are presented in evaluation of a school-wide behavioral support program designed to define, teach, and reward appropriate student behavior in a rural middle school (grades 6, 7, and 8).

The present study replicates and extends previous research on stimulus control by arranging teacher attention for preschooler's mands into a multiple schedule and conducting a component analysis of the effects of schedule‐correlated stimuli and contingency‐specifying stimuli (rules) on the development of discriminated manding.

This book target regular and special education teachers who implement PBS in their classrooms. The book also serves as an essential resources for preservice teachers who are developing their classroom management skills. it focuses on practical strategies to prevent and reduce behavioral problems and enhance student learning. 

This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy, and disruptive behavior of two children with challenging behavior during small group instruction

This review describes the game and its numerous variations and adaptations, as well as empirical findings specific to the variety of target behaviors and participants to which it has been applied. 

This review describes the game and its numerous variations and adaptations, as well as empirical findings specific to the variety of target behaviors and participants to which it has been applied. I

This paper discusses four types of violence then briefly review the risk literature in order to highlight promising targets for intervention. Then the authors organize their review of the efficacy of specific approaches by the specific level targeted. 

 The purpose of the current study was to evaluate the effects of a class-wide multiple schedule on differentiated rates of student recruitment of teacher attention in two public elementary classrooms.

The U.S. Department of Education (ED) is issuing this resource guide to assist states, school districts, charter school operators, school staff, parents, students, and other stakeholders who are seeking to develop school climate and school discipline policies and practices that are both locally tailored and grounded in recognized promising practices and research. ED's

This report, the first Surgeon General's report on youth violence in the United States, summarizes an extensive body of research and seeks to clarify seemingly contradictory trends, such as the discrepancies noted above between official records of youth violence and young people's self-reports of violent behaviors.

To address situations where consensus is difficult to achieve, this article outlines a process that assesses and summarizes the views of all school-based staff and then facilitates discussions based on the aggregated data. 

The effects of specific verbal praise by an experienced male physical education specialist on the off-task behavior of three second-grade students were studied.

practitioners of behavior management & students who are just learning the basics of applied behavior analysis will find this new edition packed with useful information from the original version

The present experiment examined the effects on math performance of explicitly timing student for short intervals

The purpose of the current study was to assess the efficacy of a multiple schedule plus rules indicative of the availability of attention for hand raises during circle time in typical preschool classrooms

Differential reinforcement of alternative behavior (DRA) has a long history as a behavioral treatment. The term has usually been defined in a manner that suggests one form of behavior (usually some appropriate alternative) is reinforced, while another form of behavior (usually problem behavior) is placed on extinction.

This research evaluated the separate treatment components of a functional communication training program for 3 severely handicapped persons who each displayed different topographies of aberrant behavior.

This article provides a reconceptualization of the role of schools in preventing antisocial behavior problems among children and youth.

A major goal of this article (and of our much larger book) is to communicate and adapt this knowledge base for effective use by educators in coping with the rising tide of antisocial students populating today's schools.

This classic in the literature of child violence and antisocial behavior has been updated to include coverage of the most recent and important school safety, prevention, and universal intervention programs.

The present study examined the effects of the Class-wide Function-related Intervention Team (CW-FIT) program, a group contingency intervention, on the on-task behavior of six elementary school children with emotional and behavioral disorders (EBD) in a self-contained, urban classroom

This study had two primary purposes: first, to demonstrate the effectiveness of a simple behavior management system, and second, to begin the process of providing some guidance for the application of similar systems. 

Children were observed daily in four two week phases: seated around tables, then in rows, again around tables, and finally again in rows. Percentage on‐task behaviour was recorded along with rate of pupil disruption and rates of teacher approval and disapproval. 

This systematic review synthesizes the characteristics, methodological quality, and outcomes of 15 single-subject studies and one group design study examining CICO.