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VanLone, Janet; Freeman, Jennifer; Simonsen, Brandi; Everett, Susannah; Sugai, George; Whitcomb, Sara – Journal of Special Education Apprenticeship, 2022
This study used a single-subject, multiple baseline across participants research design to explore the effects of a multi-component intervention on pre-service teachers' use of behavior-specific praise (BSP). The intervention consisted of explicit instruction and modeling of the skill, followed by on-going video self-analysis, self-monitoring, and…
Descriptors: Intervention, Positive Reinforcement, Student Behavior, Video Technology
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Sugai, George; Simonsen, Brandi – Beyond Behavior, 2020
This article provides an overview of how reinforcement serves as the foundation for a function-based approach to support students with challenging behavior. Understanding reinforcement is essential when providing function-based support for students with challenging behavior. Reinforcement "strengthens" behavior, increasing the…
Descriptors: Behavior Problems, Student Behavior, Behavior Modification, Functional Behavioral Assessment
Simonsen, Brandi; Freeman, Jennifer; Myers, Diane; Dooley, Kathryn; Maddock, Eleanor; Kern, Laura; Byun, Sang – Journal of Positive Behavior Interventions, 2020
Teachers receive limited training and support in classroom management, making it incumbent on school leaders to provide efficient and effective professional development supports. We explored the effects of a brief targeted professional development (TPD) approach (brief training, email prompts, and self-management of trained skills) on teachers'…
Descriptors: Faculty Development, Classroom Techniques, Instructional Effectiveness, Prompting
Meyer, Katherine; Sears, Sandra; Putnam, Robert; Phelan, Crystal; Burnett, Alicia; Warden, Susannah; Simonsen, Brandi – Beyond Behavior, 2021
Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?--without support, students with…
Descriptors: Students with Disabilities, Behavior Problems, Student Behavior, Behavior Modification
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Myers, Diane; Freeman, Jennifer; Simonsen, Brandi; Sugai, George – TEACHING Exceptional Children, 2017
Effective and engaging instruction is the cornerstone of any well-managed classroom. Even the best behavior support practices will not lead to academic achievement if the academic instruction is ineffective. Specific teacher practices associated with improved student behavior include high rates of opportunities to respond, direct instruction, and…
Descriptors: Classroom Techniques, Student Behavior, Standards, Feedback (Response)
Freeman, Jennifer; Kowitt, Jennifer; Simonsen, Brandi; Wei, Yan; Dooley, Kate; Gordon, Lola; Maddock, Eleanor – Remedial and Special Education, 2018
In areas of emerging research, such as supporting teachers' classroom management, replication of research is critical to ensuring that recommendations for the field are based on sound science and appropriate for the contexts to which they are being applied. This article describes a replication of research on efficient professional development…
Descriptors: Secondary School Teachers, High Schools, Faculty Development, Classroom Techniques
Simonsen, Brandi; Freeman, Jennifer; Dooley, Kathryn; Maddock, Eleanor; Kern, Laura; Myers, Diane – Journal of Positive Behavior Interventions, 2017
Classroom management continues to be a concern for educators, administrators, and policymakers. Although evidence-based classroom management practices exist, teachers often receive insufficient training and support to implement these practices successfully. Schools need reliable and efficient ways to support teachers' classroom management. This…
Descriptors: Classroom Techniques, Faculty Development, Teacher Student Relationship, Classroom Communication