This exploratory study extends the literature on teachers' stress and self-efficacy in relation to behavior management. Sixty-six middle and high school teachers' use of praise and reprimand during a 20-min observation, in the general education setting, were examined. Following the observation, teachers completed stress and self-efficacy scales,…

This study addressed teacher perspectives of behavior management in the post-virtual learning classroom. The problem that was addressed was the decline of middle school student classroom behavior compared to the pre-pandemic classroom, which is crucial for educators due to its influence on the quality of teaching and learning. The purpose of this…

This exploratory study expands the literature on teachers' natural use of praise and reprimand, in terms of how teachers deliver praise and reprimand. Sixty-six middle and high school teachers' delivery of praise and reprimand to individual, small groups, and large groups during a 20-min observation were examined. Teachers delivered significantly…

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 cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models…

The effectiveness of behavioral interventions can be dependent on the fidelity with which practitioners design and implement those methods. Fidelity refers to the degree to which interventions are implemented as intended. Interventions implemented with low fidelity do not achieve anticipated results with students, whereas high-fidelity…

Middle school special education teachers often express concern about challenging student behavior. Class-Wide Function-Related Intervention Teams (CW-FIT), a behavior management program based on school-wide positive behavior support, have been effective in elementary general education classrooms. The present study, the first to apply it in a…

Disruptive student behavior in middle school is associated with negative outcomes, including poor grades, low achievement scores, dropout, lost teaching time, teacher burnout, and societal expenditures. Classroom Behavior Management (CBM) strategies are effective at reducing disruptive behavior, decreasing teacher stress, and increasing…

This cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models…

Middle school special education teachers often express concern about challenging student behavior. Class-Wide Function-Related Intervention Teams (CW-FIT), a behavior management program based on school-wide positive behavior support, has been effective in elementary general education classrooms. The present study, the first to apply it in a middle…

The purpose of this study was to examine whether the use of a simplified version of the Good Behavior Game called the Teacher vs. Student Game, implemented as an interdependent group contingency, increased teachers' use of behavior-specific praise (BSP) statements. Two middle school resource teachers and their respective classes participated in…

There is an overrepresentation of African American males at an increased risk for facing punitive actions that eliminate them from a school's instructional environment (Darensbourg, Perez, & Blake, 2010). Out-of-school suspension should allow students to reflect upon their actions; however, in some instances the suspension causes students to…

Consensus among the majority of staff is essential for the development and consistent implementation of the Schoolwide Positive Behavior Interventions and Supports (SWPBIS) framework. At the universal level, a shared vision reflects consensus regarding operational definitions of behaviors (rules) and consequences. Yet, decades of research indicate…