Children with externalizing behavior problems are likely to show poor school achievements, problems in social interactions with teachers and peers and an elevated school-related stress. Though class climate is a meaningful variable to explain school achievements and aspects of emotional well-being, there are hardly any studies that consider class…

This study seeks to understand the perspectives of children who work with teacher candidates in classrooms that partner with clinically based teacher preparation programs. Researchers interviewed 32 third- and fourth-grade students who work with teacher candidates. The study presents the little-heard voices of children, who spend considerable time…

This study examined the development of social skills across five measurement points from 4th through 7th grade, and the influence of child gender and school-related factors on the level and growth of social skills, in a large sample of normally developing children in Norway (N = 2,076). On average, children's social skills scores increased…

The call for effective instructional and classroom management is frequent within the professional literature. However, type, amount, and sequence of strategies sufficient to impact rates of problem behavior are often missing or listed with limited guidance on differentiation based on student pattern of problem behavior. The purpose of this study…

The present study explores the extent to which maternal attachment and teacher--student attachment-like relationships explain the socioemotional adaptation of students with disabilities. Participants consisted of 65 dyads of homeroom teachers and their students (from a middle-to-low-class area in Northern Israel) with learning disabilities (LD),…

Results from the first study of the three-level School-Wide Positive Behavior Support model in Europe (SWPBS, called N-PALS) are presented. Using a strengthened nonrandomized design, data was collected from more than 1,200 teachers and 7,640 students at four measure points over four school years in 28 Norwegian intervention schools and 20…

The Functional Behavioural Assessment (FBA) is an investigative process that examines the context of challenging behaviours in the classroom. Information gleaned from the FBA process is used to develop a behaviour intervention plan to address the challenging behaviour and teach a socially acceptable replacement behaviour. However, the FBA has…

The purpose of the study was to determine the effects of self-management as a tier two enhancement to the group contingency intervention, Class-Wide Function-related Intervention Teams Program (CW-FIT). Two classrooms, first and fourth grade, and two students in each of the classrooms participated in the intervention. The group contingency…

This case study explores the possibility of affecting classroom behaviors by modifying the classroom environment. Although this type of research previously has been conducted in self-contained special education classrooms (Guardino, 2009), this is the first study to explore modifications in an inclusive classroom. The results of this study align…

Classrooms are complex societies. Teachers are the leaders of these societies and the way they exercise their leadership abilities greatly affects the interactions that take place between teachers and students as well as interactions between the students themselves. These interactions, both social and instructional, have a great impact on the…

The research discussed here is based on a one year study of 34 second and fourth grade teachers and their 588 students. Data were collected in 40 minute observational segments; six unannounced observations took place in each teacher's classroom for a total of 240 minutes per teacher. The data were analyzed in SPSS as quantitative data. Half of the…

This presentation capitalizes on a three-year, longitudinal, school-randomized trial of the 4Rs Program, a comprehensive, school-based social-emotional and literacy program for elementary schools, to test intervention induced changes in features of classroom climate and key dimensions of teacher affective and pedagogical processes and practices…

Relational aggression was studied within classroom environments by examining individual and classroom correlates among 2731 children (3rd-5th graders) during two successive measurement years. Multilevel analyses yielded small gender differences for relational aggression, indicating that such aggressive behavior was more associated with girls as…

Universal interventions are designed to systematically teach and reinforce consistent behavioral expectations. The purpose of this study was to provide an example of a group contingency classwide intervention called "Anchor the Boat" that operationally defined behavioral expectations, taught those expectations using teacher-directed…