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…

Structured and frequent teacher-delivered praise is an evidence-based component of classroom management. High rates of teacher-delivered praise have positive effects on student behavior. These positive effects are observed in all students. However, teachers struggle to deliver rates of praise consistent with recommendations in the literature. This…

Many educators across the country are implementing positive behavioral interventions and supports (PBIS) in their schools and classrooms. While PBIS primarily focuses on proactive and preventative approaches to improve behavior, one of the essential elements of PBIS is the consistent use of consequences when students do not meet behavioral…

Academic expectations are often antecedents for various types of inappropriate classroom behavior for students with challenging behavior. Effective interventions for managing these behaviors must involve techniques that combat academic refusal. Addressing the underlying issues of resistance or refusal to perform academically in school using…

Students with behavioral and emotional disabilities spend less time on academic instruction due to their behavioral disruptions, contributing to the academic difficulties these students face. Classroom management strategies, in the form of positive behavioral interventions and supports (PBIS), incorporate principles of applied behavior analysis to…

Point systems, used in conjunction with positive reinforcement for appropriate behavior, have been used widely and successfully for decades to improve the inappropriate classroom behavior of students with emotional and behavioral problems (Cancio & Johnson, 2007; Drege & Beare, 1991; Gable & Strain, 1981; Jones, Dohrn, & Dunn, 2004; Klimas &…

Minor misbehavior causes frustration for many teachers and can serve as the catalyst for escalating into a public confrontation between student and teacher. This confrontation can be caused by teacher overreaction to minor misbehavior. When teachers take the initiative and predetermine their response to misbehavior, they reduce and possibly…

Managing students' disruptive behavior in the classroom can be a time-consuming task and greatly reduces the amount of time teachers spend on instruction. Although there are several research-validated classroom management strategies, teachers are more likely to adopt strategies that are less time-consuming than strategies that take more time or…

Supplemental small group reading instruction is frequently provided in the general education setting to struggling students at elementary schools that use response to intervention frameworks. Although building reading proficiency is the main focus of the intervention, students' learning-related behaviors should also be addressed to improve…

Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. In that there have been significant advances in the knowledge of what constitutes effective classroom…

Students with learning and behavioral disorders often lack the requisite academic skills and behavioral self-control to remain engaged during passive seatwork activities. Because independent seatwork composes a large portion of the instructional time in general education classrooms and teachers expect students to demonstrate self-control in these…

Describes what is meant by "positive behavioral support" (PBS) for students with challenging behavior, the value of exploring why a student exhibits challenging behavior, and certain key PBS strategies teachers can implement in their classrooms. Relevant resources for those interested in implementing PBS are provided. (Author/CR)

This case study of a 6-year-old boy with attention-deficit hyperactivity disorder discusses the advantages of combining person-centered planning and functional analysis to develop and implement broad-based behavioral-support plans. The support plan resulted in decreased challenging behavior, increased functional communication, improved academic…