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Direct linkEmily K. Tanner; Robbie J. Marsh; David E. Houchins – Intervention in School and Clinic, 2025
Students are often placed in alternative education schools or settings (AES) for behavioral issues that cannot be effectively supported in a general education setting. A large portion of students educated in AES have a diagnosed emotional and behavioral disorder (EBD). An AES teacher is required to provide students with the most effective behavior…
Descriptors: Student Placement, Nontraditional Education, Classroom Techniques, Student Behavior
Olivia G. Enders – Beyond Behavior, 2025
TikTok has gained in popularity across teachers. One TikTok trend related to classroom management is called "Secret Student." Secret Student aims to improve classroom behavior by rewarding an anonymous, randomly chosen student. In this article, I describe common practices and variations of the Secret Student intervention as well as…
Descriptors: Social Media, Classroom Techniques, Behavior Modification, Emotional Disturbances
Katie C. Hart; Bridget Poznanski; Elizabeth D. Cramer – Journal of Emotional and Behavioral Disorders, 2025
The purpose of this quasi-experimental study was to evaluate the promise of a specialized curriculum designed to prepare general education teacher candidates to effectively implement classroom management strategies within a multi-tiered systems of support (MTSS) framework. Participants were 110 U.S. teacher candidates enrolled in a student…
Descriptors: Classroom Techniques, Preservice Teacher Education, Teacher Education Curriculum, Multi Tiered Systems of Support
Jogy George; N.R. Suresh Babu – Health Education, 2025
Purpose: Disruptive behavioural disorders (DBD) of children are a major concern for teachers while engaging in the classroom. Correspondingly, primary school teachers should be well-equipped to manage child learners with DBD. This study explored what factors influence primary school teachers' access, utilisation and appraisal of vital health…
Descriptors: Child Behavior, Behavior Disorders, Elementary School Teachers, Multiple Literacies
Femke van den Brink; Manja Vollmann; Nouchka T. Tick – Psychology in the Schools, 2025
Emotional exhaustion is prevalent among special education teachers (Brunsting et al. 2022). Previous research showed that disruptive student behavior is positively associated with teachers' emotional exhaustion (e.g., Kollerová et al. 2023). However, the underlying mechanisms are not yet fully understood. The present study investigated teachers'…
Descriptors: Foreign Countries, Elementary School Students, Elementary School Teachers, Special Education Teachers
Kristen L. Granger; Jason C. Chow; Alexandra Montesion; Jean M. Stouffer; Kevin S. Sutherland; Maureen A. Conroy – School Mental Health, 2025
In early care and education settings, children who display challenging behaviors tend to have higher rates of conflict with their teachers than children without such problems. This proof-of-concept study examines the extent to which early childhood teacher's classroom management self-efficacy is associated with conflictual teacher-child…
Descriptors: Classroom Techniques, Teacher Student Relationship, Self Efficacy, Conflict
Kelsey A. Johnson; Paul Caldarella; Howard P. Wills; Blake D. Hansen; Erika J. Richards – Remedial and Special Education, 2025
Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The…
Descriptors: Special Education, Middle School Students, Middle School Teachers, Teacher Student Relationship
Peyton A. Johnstone; Paul Caldarella; Christian V. Sabey; Howard P. Wills – Journal of Positive Behavior Interventions, 2025
Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for…
Descriptors: Student Behavior, Self Contained Classrooms, Students with Disabilities, Emotional Disturbances
