Positive, proactive classroom management strategies support academic and behavioral student outcomes while fostering positive teacher-student relationships. However, teachers often cite struggles with classroom management and challenging student behavior as key reasons they ultimately leave the field. Additionally, pre-service teachers often fail…

Malaysia launched the Inclusive Education Program (IEP) in 1997 to integrate students with special needs into mainstream classrooms and local researchers have recently asserted that more training is necessary for Malaysian teachers to effectively work with IEP students. The purposes of this research, therefore, were to (1) introduce the use of…

This appendix provides additional characteristics of the studies of "Class-Wide Function-Related Intervention Teams (CW-FIT)" that meet What Works Clearinghouse (WWC) single-case design standards, including six studies that contribute to the findings in the "CW-FIT" intervention report and six studies that do not contribute to…

Research suggests a compelling correlation between teacher behavior and effective learning environments. Focusing on the evidence-based teaching skill of offering behavior-specific praise (BSP), the researchers worked with three elementary-level general educators in a tiered model of training generally known as response to intervention (RtI).…

In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher behavior change research that has been informed by applied behavior analytic (ABA) principles. Its central theme is that general education teachers can access research…

The study attempted to modify the on-task and task completion rates of three kindergarten children by altering the contingencies of reinforcement associated with these two work behaviors. During baseline, a fixed number of tokens was provided for task completion. While the remainder of the class remained in this condition, teacher attention was…

This study evaluated the use of three systematic reinforcement techniques and measures (a carrel, teacher attention, and a contingency contract) to increase the on-task and task completion behaviors of a first-grade child. The carrel and teacher attention increased on-task behavior (from a mean of 27.6 percent to 45.0 percent) but did not affect…

School-based consultation typically focuses on individual student problems and on a small number of students rather than on changing the classroom system. The Classroom Check-Up was developed as a classwide consultation model to address the need for classroom-level support while minimizing treatment integrity problems common to school-based…

Adaptations of token reinforcement and time out from reinforcement were used for reducing the highly disruptive classroom behavior of a first grade boy. High and low rates of disruptive behavior were paralleled by changes in tardiness from recess behavior thus indicating generalization of conditioning. (Author/CG)

Data were collected on rate-per-minute of administering token reinforcement for one male and seven female teachers enrolled in a behavior modification seminar. The study was conducted in four self-contained and four open classrooms. In the observer-present condition, data were obtained during 15-minute classroom observation periods. In the…

This seminar paper reports case studies in the successful use of adult social reinforcement to modify problem behaviors of individual children in the Laboratory Preschool at the University of Washington, Seattle. After initially determining that teacher behavior functioned as a reinforcer in accordance with reinforcement principles, it became…

Overcorrection is a mild punishment technique that provides for logical consequences of inappropriate behaviors. The method has two components--restitution, during which a disruptive environment is reinstated to a state vastly superior to the original one, and positive practice, during which more appropriate responses are taught to replace the…

Positive social reinforcement (teacher attention) was used to modify the deficient social behavior of two disadvantaged Negro kindergarten children. Subjects were a girl who showed a very high amount of isolate behavior, and a boy who usually played alone, or with girls to the exclusion of boys. Data were collected for one month during half hour…

Teachers' responses to question: "What could your school district do for you to convince you to adopt a new, more difficult, but presumably more effective teaching procedure?" included reduction in class size, more money, clerical help, and released time. (RT)