This study evaluated the impact of a school-based program designed to reduce implicit prejudice towards migrants in fifth-grade school children. The program used empathy and perspective taking and direct and indirect contact as strategies to reduce ethnic prejudice. Multiple activities were used, including drawings by migrant children as…

The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. In this study, students in 3 fifth grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback delivery for rule violations (vocal and visual, vocal only, visual only, no feedback) on disruptive classroom…

Teacher self-efficacy (TSE) is assumed to affect classroom environment, although empirical evidence for this assumption is still elusive. This study examines the relationship between TSE in behaviour management and classroom behavioural climate using a two-level cross-lagged model. TSE in behaviour management was assessed with six-item subscale of…

The current study evaluated the effect of technology-based self-management on disruptive behavior and academic engagement (AE) with a student with an emotional and behavioral disorder. A multiple baseline design across three general education settings was used to assess the effectiveness of the intervention, self-management using the…

Elementary school teachers transition their students from recess to the classroom multiple times a day. When students do not line up quickly or are disruptive in line, teachers can spend valuable instructional time trying to manage students' inappropriate behaviors. The result is a loss of instructional time that could lead to a decrease in…

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…

This highly practical reference is organized around the problem behaviors that K-6 teachers see as the greatest barriers to student success--and the positive behaviors they value the most. Of particular value to educators, the book matches proven intervention techniques to specific target behaviors. Hill M. Walker presents exemplary strategies for…

The purpose of this article is to determine the effectiveness of role-playing games (RPGs) as an intervention program to reduce bullying. Eighty-six French 6th-graders were randomly assigned to either the empathy training program involving three RPG sessions of 60 minutes or to the control condition in which students benefited from three sessions…

This study examined whether participating in the ViSC social competence program is able to reduce different types of reported problem behaviors including bullying perpetration and victimization as well as promoting various social competencies in elementary school children. Two wave longitudinal self-report and teacher report data was available…

Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school…

The purpose of the present study was to examine the effects of teaching self-determination skills on the externalizing behaviors of students with emotional and behavioral disorders. The Research method was quasi experimental with pre and post-test and control group. To achieve our goals, thirty students who received high scores in the Child…

Data-based individualization (DBI) is a systematic process used to guide teachers in making decisions related to students' responsiveness to intervention. Whereas this process has been used extensively with academic interventions, far less is known about DBI used within the context of behavioral interventions. In this study, elementary general and…

Check-in/Check-out (CICO) is one of the most commonly utilized and wellestablished Tier 2 interventions (Horner, Sugai, & Lewis, 2015). Evaluation of CICO components is necessary to inform implementation of adequate prevention and intervention services, as well as evidence-based modifications of intervention intensity for students at risk of…