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…

The effectiveness of a behavior intervention package depends heavily on the ability of authentic educators to implement procedures with fidelity. However, much of the training literature focuses on teaching educators to implement procedures with relatively few components (Kirkpatrick Journal of Behavioral Education 28(3): 344-361, 2019). We used a…

Disruptive classroom behavior produces a host of problems for students and teachers. The Good Behavior Game (GBG) is an effective procedure to reduce disruptive behavior. In this study, experimenters conducted the GBG in two preschool classes and demonstrated its effectiveness using a reversal design. Subsequently, experimenters systematically…

The present study evaluated the effects of two reinforcement contingencies on teacher use of behavior-specific praise (BSP) in the classroom. An alternating treatments design was used to compare the implementation of both an independent and interdependent contingency to increase frequency of BSP delivery. Four general education elementary school…

Challenging classroom behavior can interfere with learning. Fortunately known, positive, and proactive approaches to behavior management can improve student responding. Class-Wide Function-related Intervention Teams (CW-FIT) have led to improvement in student behavior across elementary and middle school contexts. However, little is known of the…

Inappropriate behaviors often occur in non-classroom settings, such as lunchrooms, due to the increased volume of students with fewer supervising adults. As such, there is a need for effective and efficient behavior management interventions that can be implemented in these environments. To address frequent disruptions in an urban elementary…

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…

This study compared the effects of high-tech (clickers) and low-tech (response cards and hand raising) active student responding modalities on student classroom behavior during whole-group English language arts instruction in two 1st-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with…

School discipline disproportionality has long been documented in educational research, primarily impacting Black/African American and non-White Hispanic/Latinx students. In response, federal policymakers have encouraged educators to change their disciplinary practice, emphasizing that more proactive support is critical to promoting students'…

We trained six special education staff members in groups of three to conduct differential reinforcement of alternative and differential reinforcement of other behavior procedures using a self-instructional package. Our self-instructional packages were written instructions and PowerPoint™ presentations that incorporated embedded text, video…

Group contingencies have been indicated to be effective in reducing disruptive behavior and increasing academic engagement in school settings. Previous research has demonstrated their efficacy with a wide range of student ages, but there have been few studies with older students who engage in severe disruptive behavior. In the current study, we…

School-based consultation is effective for improving teachers' use of evidence-based classroom management strategies. However, teachers often respond differentially to varying types of consultation strategies. This study utilized a multiple baseline design across four teachers (i.e., two preschool and two elementary) to examine the effectiveness…

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…

Differential-reinforcement-of-low-rate (DRL) schedules can be used to decrease, but not eliminate, excessive bids for teacher attention in a classroom. There are two primary methods of implementing a DRL: full session and spaced responding. Some research suggests that the full-session DRL may eliminate target responding. The purpose of the current…

Students with challenging, disruptive behavior have difficulty learning in school, and their behavior adversely impacts the learning of other students and the classroom teacher. Class-Wide Function-related Intervention Teams (CW-FIT) is an evidence-based approach that teachers can use to prevent and reduce problem behavior and increase prosocial…