This study aims to investigate the preschool teachers' perceptions of behaviour and instructional management and their classroom practices with an explanatory sequential design, which is one of the mixed methods research. There were 319 participants in the quantitative stage and 29 participants in the qualitative stage of the research. Research…

Students who exhibit externalizing behaviors may impede learning in the classroom and lead to cycles of negative teacher-student interactions. Positive relationships among students, peers, and educators serve as a protective factor against childhood adversity and are a predictor of academic, social, and behavioral outcomes. By incorporating…

This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to…

Teacher-Student Relationships (TSRs) contribute to a wide range of positive outcomes for K-12 students. However, many practitioners struggle to build positive relationships with students with challenging behaviors. In this article, we describe how TSR interventions can be structured using an established and common framework: Multi-Tiered Systems…

This study examined the impact of the Positive Behavioral Management Strategies (PBMS) online educational program on 624 participants in the southeastern region of the United States. The PBMS program incorporates established behavioral management principles with new research-based practices to promote healthy, positive relationships between adults…

This paper presents results from an experimental evaluation of an intervention designed to enhance virtual student support. During the 2019-2020 school year, randomly selected mentors in a school-based mentoring program received monthly reminders with tips for communicating with youth via text, email, and phone. Unexpectedly, the results showed…

A tremendous amount of evidence supports the importance of building relationships between educators and students (Kincaide et al., 2020). Because of this, there is an emerging focus in both research and practice on how student-teacher relationships are assessed, the impact of these relationships on student outcomes, and methods for building and…

The PAX Good Behavior Game (PAX-GBG) is an evidence-based universal preventive intervention program for classroom use. Our aim was to explore teachers' perceptions of PAX-GBG and their work with it, and whether this changed during the implementation of the intervention. In addition, we explored teachers' perceptions, and changes in perceptions,…

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework that aims to improve school environments and promote expected behaviors among students. SWPBIS primarily targets teachers' practices, and it is currently unclear how far it affects students' perceptions of these practices, even though such…

This article provides a conceptual framework for using fixed-interval praise delivery in the educational setting. Fixed-interval praise delivery can be conceptualized as an antecedent-based strategy that disrupts the natural behavior to contingency relationship in a four-term contingency model (Establishing…

The quality of the relationship that develops between a student and teacher has been connected to pivotal instructional and behavioral outcomes for students. The student-teacher relationship can specifically be harnessed to reduce minor behavioral infractions. However, it is an element of the learning environment that is often overlooked. This…

This qualitative study examined supports in inclusive postsecondary education programs (IPSE) that facilitate the development of academic-related behaviors, or academic enabling behaviors (AEB; i.e., interpersonal skills, academic engagement, motivation, and study skills). The researchers interviewed 10 IPSE staff using semi-structured interviews…

Teachers can at times view behavioural intervention procedures as time-consuming. Thus, socially-valid classroom-based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression,…

Research has shown that most children with emotional disturbance (ED) are struggling to use communication skills and they may tend to use inappropriate behaviours as a form of communication to disclose their needs. A function-based communication intervention might be an effective approach to decrease inappropriate behaviours of children with ED.…

Research suggests that a cycle of misbehavior can escalate quickly from corrections over minor rule infractions to threats of serious disciplinary consequences. There is also evidence that Black youth may be especially at risk for these escalations due to subtle or implicit racial bias, or cultural mismatches that may lead teachers to believe that…