Over the past 25 years, research and practical experience have supported investments in strategies to encourage all students to behave according to agreed-upon expectations. In collaboration with expert panelists, the What Works Clearinghouse™ (WWC) distilled that research into practical recommendations for elementary educators. The…

Students succeed in school environments that support them in demonstrating prosocial and positive behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students and decreased likelihood of academic success. Behavioral interventions can help students engage in positive…

Students succeed in school environments that support them in demonstrating prosocial and expected behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students, strained relationships between students and teachers, perceptions of unsupportive classroom and school…

More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research-supported instructional practices to support students with math difficulties, the existing research is limited with regard to…

A main objective of classroom management (CM) is to raise students' attention to their daily academic work by creating a classroom environment that supports academic and socioemotional learning. While studies have addressed CM effects on classroom-level behaviour or students' academic outcomes, students' attention skills been largely overlooked.…

Brief experimental analyses (BEA) have been used to identify reading interventions to increase the oral reading fluency (ORF) of students having difficulty learning to read. Four interventions, repeated reading, listening passage preview, phrase drill, and contingent reinforcement were implemented with four elementary aged students performing…

This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…

These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…

THIS STUDY TESTED METHODS OF INCREASING TASK-ORIENTED BEHAVIOR OF INATTENTIVE SECOND-GRADE PUPILS TO HELP DEVELOP EFFECTIVE WORK HABITS AND ATTITUDES AT AN EARLY AGE. THE ASSUMPTION WAS MADE THAT THE INATTENTIVE BEHAVIOR OF PUPILS WAS MAINTAINED, IN PART, BY THE REINFORCEMENT UNINTENTIONALLY PROVIDED BY FREQUENT TEACHER REMINDERS FOR THE CHILD TO…

The author recounts his experience in dealing with a child of normal intelligence but an unusually short attention span and physical restlessness. (JD)

The study compared sentence elaboration, verbal praise, and information feedback training on paired-associate learning; and compared treatments on four second-list transfer paradigms (facilitative, neutral, and interfering). One hundred twenty middle class, high I.Q. second graders were trained to criterion, then given three trials on the transfer…

A token reinforcement system was introduced into a second grade classroom, and seven (out of 21) class members and the teacher were observed for 8 months. Each of the eight phases of the study lasted from 2 to 5 weeks. The first four phases established a base period and determined the separate effects of classroom rules, half hour academic…

Four 2nd-grade students completed addition problems on a computer, using video games as reinforcers. Two variable ratio schedules of reinforcement failed to increase student accuracy or the rate of correct responses. In a no-games reinforcement condition, students had more opportunities to respond and had a greater number of correct answers.…

A reward system was implemented for 1 month in a second grade classroom in an attempt to increase prosocial interactions among students. Participants were 37 children approximately 7.5 years of age who attended two classes at a rural elementary school. Children in treatment and control classrooms were given a brief lecture on good citizenship;…

Correlations indicating the direction and magnitude of relationships between measures of classroom processes and residual scores on the Metropolitan Achievement Test are presented and discussed for second and third grade classrooms. Many of the findings are differentiated according to the socioeconomic status of the pupils and the context of the…