Classroom Management

This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.

This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.

This study compared the impact of long and short reprimands on children's off-task behavior in a classroom.

Environmental features of elementary school classrooms are examined in relation to distraction and privacy. Teachers' adjustments of their activities to make their settings less distracting are also explored. 

This book provides a basic understanding of the principles and practices of applied behavior analysis for use by teachers 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.

To examine the evidence base of this strategy, the authors applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervision with Pre-K–12 students in traditional school settings. This systematic literature review identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria.

The purpose of this review of effective practices is to compare what information teachers are being given either in their preservice coursework or in-service training via textbooks and practitioner-oriented articles with actual empirical research that used classroom rules as an independent variable.

Differential reinforcement of appropriate behavior is an important skill for classroom teachers. This study examined the use of performance feedback to increase the rate of differential reinforcement by pre-service teachers.

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

The later effects of the Direct Instruction Follow Through program were assessed at five diverse sites. Low-income fifth and sixth graders who had completed the full 3 years of this first- through third-grade program were tested on the Metropolitan Achievement Test (Intermediate level) and the Wide Range Achievement Test (WRAT).

This study surveys master's-level elementary, secondary, and special education students about their coursework and applied training in 25 behavioral instruction practices and principles.

The authors investigated teacher versus student seat selection in the context of group and individual seating arrangements. Disruptive behavior during group seating occurred at twice the rate when students chose their seats than when the teacher chose.

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 study examined the control exerted by different types of rules on the behavior of preschool children. 

s. In the current study, updated information was compiled with regard to how self-management interventions have been described, including the degree to which self-management interventions continue to rely on external (i.e., teacher) contingencies.

This paper, prepared as a chapter for the "Handbook of Research on Teaching" (third edition), reviews correlational and experimental research linking teacher behavior to student achievement. It focuses on research done in K-12 classrooms during 1973-83, highlighting several large-scale, programmatic efforts. 

This meta-analysis looks at the efficacy of behavioral interventions for problem behavior in persons with autism.

This book provide detailed information on how to systematically and explicitly teach essential reading skills. The procedures describe in this text have been shown to benefit all student, especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English. 

This study presents the Teacher Clarity Short Inventory (TCSI) as an alternative to existing measures of teacher clarity. Analyses revealed a 10 item scale with an acceptable factor structure, acceptable reliability and validity. 

The purpose of this literature review is to summarize and provide a methodological analysis of studies using a differential reinforcement to reduce problem behaviors.

This study evaluated the effects of using response cards during whole-group math instruction in a fourth-grade classroom, using an ABA research design. 

The purpose of this overview is to provide information about the role of formal teacher evaluation, the research that examines the practice, and its impact on student outcomes.

This study examines obstacles encountered by 33 educators along with suggested interventions to overcome impediments to effective delivery of classroom management interventions or behavior support plans. Having the right classroom management plan isn’t enough if you can’t deliver the strategies to the students in the classroom.

The purpose of this appear is to describe a school-wide staff development model that is based on a proactive instructional approach to solving problem behavior on a school-wide basis and utilizes effective staff development procedures. 

This study investigates the effect of a school-wide intervention plan, consisting of precorrection and active supervision strategies, on the social behavior of elementary students.

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.

This study investigates the effectiveness of response cost and differential reinforcement of other behavior (DRO) in reducing the disruptive behaviors of 25 children in a preschool classroom.

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. 

This volume describes basic concepts and strategies for thinking about instructional classroom management and reviews general strategies for rethinking and reorganizing a classroom to reflect an instructional classroom management approach. Instructional classroom management approaches student behavior based on the premise that strategies for teaching and managing social behavior are not different from strategies for teaching subject matter.

The purpose of this article is to discuss classwide peer tutoring as an effective instructional procedure. The article is organized into three major sections:(a) general principles of instruction,(b) description of classwide peer tutoring procedures, and (c) review of effectiveness data concerning classroom process (ie, ecological and behavioral factors) and student achievement outcomes.

This paper provides procedures for developing curriculum-based measurement systems in special education problem solving.

The article reports the results of a study that explores the effects of typical
classroom noise on the performance of primary school children on a series of literacy and
speed tasks. 

The Three-Minute Classroom Walk-Through offers a practical, time-saving alternative that impacts student achievement by cultivating self-reliant teachers who are continuously improving their practice.

Reports a meta-analysis of research on the bases of teacher expectancies. The following conclusions were drawn: Student attractiveness, conduct, cumulative folder information, race, and social class were related to teacher expectancies. 

Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. 

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

This study is a meta-analysis of behavioral treatment studies and behavior modification for children with attention-deficit hyperactivity disorder.

This is a literature review of culture and student behavior. Based on this review, general recommendations are presented for practitioners, personnel preparers, policy makers, and researchers, especially, in the context of implementing SWPBS.

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 this study was to examine the effectiveness of contingent teacher praise, as specified by Canter's Assertive Discipline programme, on children's on task behaviour. Continuous data collection indicated that following training in the appropriate use of praise, as specified by Canter, all three teachers successfully increased their rates of praising. Of the 24 children, all but one evidenced increases in levels of on‐task behaviour.

This study evaluates the effectiveness of the Level System (token economy, response cost, stimulating rewards, and strategic attention) in a preschool classroom compared to (a) strategies already employed by the teacher, and (b) coaching the teacher in the Child-Directed Interaction and Parent-Directed Interaction phases of Parent-Child Interaction Therapy.

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

This study compares cognitive restructuring, response cost, or placebo control conditions to examine the impact on aggressive elementary school students.

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

In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.

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.

This article aimed to present frameworks and practices coaches can use with classroom teachers to facilitate the implementation of evidence-based interventions in schools.

This report examines teacher preparation in classroom management. It surveyed over 100 elementary and secondary, graduate and undergraduate programs.

This study examined teachers' relational approach to discipline as a predictor of high school students' behavior and their trust in teacher authority. 

Teacher effectiveness varies substantially, yet principals’ evaluations of teachers often fail to differentiate performance among teachers. We offer new evidence on principals’ subjective evaluations of their teachers’ effectiveness using two sources of data from a large, urban district: principals’ high-stakes personnel evaluations of teachers, and their low-stakes assessments of a subsample of those teachers provided to the researchers.

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 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.

This study examines the effects of contingent teacher attention on study behavior.

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

In" Value-Added Measures in Education", Douglas N. Harris takes on one of the most hotly
debated topics in education. Drawing on his extensive work with schools and districts, he
sets out to help educators and policymakers understand this innovative approach to
assessment and the issues associated with its use.

Reviews 135 studies on mediation and classifies results into 31 behavior categories (e.g., praise, climate, asks questions). Separate meta-analyses for each mediating variable were conducted. Results were also analyzed separately for studies that examined the relation between expectations and emitted behaviors and between mediating behaviors and outcome measures. 

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.

This study employs an alternating treatments design to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems.

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. 

Ethical and legal concerns which have been raised regarding many types of response elimination techniques. The differential reinforcement of other behavior (DRO) schedule is compared with other response elimination techniques. It is concluded that DRO schedules compare favorably with other techniques in speed and completeness of response elimination. In addition, DRO schedules may be superior to other techniques in durability and generalization of response reduction and in the type of side effects produced.

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 paper investigates organizational characteristics and conditions in schools that drive staffing problems and teacher turnover.

Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.

Demonstrates the experimenting society model using data-based decision making and collaborative consultation to evaluate behavior-management intervention strategies in 25 seventh graders. Each intervention results in improved behavior, but active teaching of classroom rules was determined to be most effective. 

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 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). 

The purpose of this study is to compare high-quality reinforcers following unprompted responses (differential reinforcement) with high-quality reinforcers following both prompted and unprompted responses (non-differential reinforcement) on the skill acquisition of 2 children with autism.

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

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

in this article, the author describes the policies of precision teaching. 

This paper draws on intensive case studies of teacher knowledge, practice, and learning among teachers of mathematics and English in two high schools to take up the problem of how classroom teaching practice comes to be known, shared, and developed among teachers through their out-of-classroom interactions.

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

This is a systematic review to assess the effectiveness of token economies in increasing rates of appropriate classroom behavior for students demonstrating behavioral difficulties.

This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.

This paper presents an early field-based course and applied teaching project to examine teaching practices and pupil outcomes.

In this special issue, this Journal introduce a fourth peer teaching model, Classwide Student Tutoring Teams. This journal also provide a comprehensive analysis of common and divergent programmatic components across all four models and discuss the implications of this analysis for researchers and practitioners alike.

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). 

How does classroom management affect student achievement? What techniques do 
teachers find most effective? How important are schoolwide policies and practices in setting 
the tone for individual classroom management? In this follow-up to What Works in Schools, 
Robert J. Marzano analyzes research from more than 100 studies on classroom 
management to discover the answers to these questions and more. He then applies these 
findings to a series of" Action Steps"--specific strategies.

This is a study of classroom management on student engagement and achievement.

This study examines the effects of effective command training with teachers on students' compliance rates and academic engagement.

This study describes the outcomes of an intervention focused on the strategies and practices of high expectation teachers. Findings revealed that teachers involved in the intervention refined and changed their practices by creating flexible grouping, enhancing the class climate, and supporting students’ goal setting. 

This study compares the effects of a token reinforcement and a response cost intervention in reducing the disruptive behavior of preschool children with attention deficit hyperactivity disorder.

this chapter is based on the following premise: that variables operative in the classroom environment, such as the specific behaviors of the teacher and the manner in which the classroom is arranged (e.g., seating arrangement, noise level), influence student behavior and student learning

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 book provides tested, easy-to-implement strategies for preventing problem behavior in the classroom and responding effectively when it does occur.

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 text uses a step by step, evidence-based approach to explain human behavior. Key case studies and examples are used to illustrate key principles.

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 study investigates the effectiveness of an intervention comprised of posted classroom rules, token economy, response cost, and mystery motivators to reduce disruptive classroom behavior.

This study uses a multiple baseline design across teachers to evaluate the effects of response-to-intervention on rates of desired teacher behavior..

The use of response cards during large-group social studies instruction was evaluated in a fourthgrade classroom. The experiment consisted of two conditions, hand raising and write-on response cards, alternated in an ABAB design. 

This study uses a multiple baseline research design across sample and settings to examine the effects of Canter's Assertive Discipline Program on teachers' rates of verbal approval and disapproval, student on task behavior, and the frequency of students' disruptive behavior.

This article describes a school-wide system of early identification and intervention for children placed at risk for school success and discusses how schools might implement the recommendations offered in the literature.

This paper examines the use of systematic sequence of prompt and probe trials to teach picture names to three severely retarded children.

This paper examines the critical role classroom management plays in establishing effective classroom climate and student achievement. It offers recommendations for teacher preparation programs on how improve teacher performance in this essential teaching skill.

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 is our most widely adopted classroom management book. It provides an overview of what teaching is all about—focusing on the important management skills every teacher needs. The authors stress that these procedures will help prevent problem behaviors, keep students on task, and make the best use of everyone's time and energy.

This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms.

a written guide for Active Student Response Strategies.

This report provides new information on the impact of teacher quality on student achievement and offers specific steps states should take to remedy the persistent practice of denying the best teachers to the children who need them the most.

Differential reinforcement of alternative behavior (DRA) is one of the most common behavior analytic interventions used to decrease unwanted behavior. This literature review examined the DRA literature from the past 30 years to identify the aspects that are thoroughly researched and those that would benefit from further emphasis.

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

This book focuses on helping K-12 teachers increase their use of classroom management strategies that work.  The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional, and behavior management practices; helping them develop a menu of intervention options; and overcoming obstacles to change.

This study examines the effectiveness of a response cost for improving the classroom behavior of four aggressive preschoolers.

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.

For 40 years, researchers have been exploring the teacher-expectation phenomenon. Few have examined the possibility that teacher expectations may be class centered rather than individually centered. Implications for teacher practice are discussed

This articles provides information on the effective use of time-out for use by teachers.

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 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.

This book describes the Time-out Grid, a heuristic tool for analyzing and solving problems associated with implementing time-out in the classroom.

This is an experimental test of the mediating function of interpersonal cognitive problem solving skills on behavioral adjustment in preschool and kindergarten children.

This study examines the impact of interpersonal cognitive problem solving skills on preventing and reducing impulsive or inhibited behaviors in children.

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

This study examines brief, targeted professional development (brief training, email prompting, and self-management) to improve teacher classroom management skills. The training focused on increasing the effective use of prompting, increased active student responding, and delivery of praise. 

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. 

The current study extracted and aggregated data from single-case studies that used Performance feedback (PF) in school settings to increase teachers' use of classroom-based interventions.

This meta-analysis of School-wide Positive Behavior Supports examines 20 articles. Single-case studies were evaluated using a regression-based procedure to establish efficacy of the approach.

This book is written for school administrators, staff developers, behavior specialists, and instructional coaches to offer guidance in implementing research-based practices that establish effective classroom management in schools. The book provides administrators with practical strategies to maximize the impact of professional development. 

This is a meta-analysis to look at the impact of interventions to decrease disruptive classroom behavior in public education settings.

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.

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

This article presents an analysis of data collected across 35 general education classrooms in four elementary schools, assessing instructional variables associated with OTR. The relationship among opportunities to respond (OTR), measures of classroom management, and student work products was analyzed across Title and non-Title schools. 

In this article, the authors describe key features of the multi-tiered support (MTS) continuum of intervention and assessment and present a case study to illustrate implementation of some components of the framework with four middle school teachers.

The article describes the problem of assessing culturally diverse students for behavior disorders, proposes a solution which replaces norm referenced assessment with functional assessment, and offers recommendations for implementing such a nonbiased, functional approach.

The purposes of this study are to examine an observation-feedback intervention on teacher's behavior-specific praise of students with emotional and behavioral disorders and the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of the students.

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.

We examined whether, as predicted by research on child effects, we could generate hypotheses about the function of student problem behavior by observing the amount of attention teachers provided to students.

The meta-analysis looks at the effect of enhanced instruction on motor skill acquisition of 4-5 yr old children and 4th-21th graders in Israel.

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 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. 

 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 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

A year-long researcher-teacher professional development group with a next-year followup was conducted with seven general education teachers from two elementary schools in a large urban school district in the southeastern United States. The components of successful professional development programs are discussed and implications for teacher education are offered. 

The current single-subject meta-analysis investigates the effect of time-out for the reduction of disruptive classroom behaviors in non-developmentally delayed children.

This paper reviews research on the effectiveness of differential reinforcement as treatment and describes important areas of future research.

For many years, differential reinforcement has been a prevalent and preferred treatment procedure for the reduction of behavior disorders. This paper reviews the procedural variations of differential reinforcement and discusses their functional properties.

This text provides practical guidelines and techniques for effectively managing acting out behavior in elementary students. It attempts to characterize acting-out behavior in the context of schooling; describe what is known about coping effectively with it; and illustrate applications of successful interventions. 

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.

Studies of the effectiveness of Direct Instruction programs with special education students 
were examined in a meta-analysis comparison. To be included, the outcomes had to be 
compared with outcomes for some other treatment to which students were assigned prior to 
any interventions. Not one of 25 studies showed results favoring the comparison groups. 
Fifty-three percent of the outcomes significantly favored DI with an average magnitude of 
effect of. 84 standard deviation units. The effects were not restricted to a particular handicapping condition, age group or skill area. 

This book is a practical resource that educators from regular and special classrooms can use with children of any age who exhibit behavioral problems. 

This study examined components of teacher judgements that an intervention is either acceptable or unacceptable. A total of 180 preservice and student teachers were asked to evaluate the acceptability of six different interventions.

This article describes a systematic process for finding and resolving problems with classroom-based behavioral interventions in schools. 

The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students’ disruptive and off-task behavior as well as prevent students’ problem behaviors from occurring.