Urban elementary school teachers face many challenges in the classroom. Addressing challenging student behaviors is one of these challenges. Challenging student behaviors, which include disruptive behaviors such as noncompliance and verbal aggression, can impede student engagement, and if students are not engaged, their learning is stymied.…

This research examined growth and co-occurrence of latent developmental patterns of classroom behavior problems among young, economically disadvantaged children. A nationally representative sample (N = 3,827) of children was assessed for overactive and underactive behavior problems through two years of prekindergarten, kindergarten and first…

Elementary school students with or at risk for emotional and behavioral disorders (EBD) are likely to experience social difficulties and challenges with peer relationships (e.g., victimization, rejection, isolation, and negative peer influence). A particularly salient influence on students' classroom-based social experiences is how they are…

Research has demonstrated that behavior specificity is a salient characteristic of teacher praise efficacy. Praise variety may also be an important characteristic to reinforce desired student behavior based on research about the quality of reinforcers. In this study, we used an alternating treatments design to examine the effects of varied and…

The purpose of this study was to explore the impact of Arizona Revised Statues 15- 843(K) with Arizona elementary administrators, since the 2021-2022 school year. Additionally, this research investigated the Tier 1 and Tier 2 interventions administrators have found to be effective and ineffective to support K-1 students who have behavioral needs.…

Core reading instruction and interventions have differential effects based on student characteristics such as cognitive ability and pre-intervention skill level. Evidence for differential effect based on affective characteristics is scant and ambiguous; however, students with problem behavior are more often non-responsive to core reading…

Since the start of the full inclusion movement, K-2 general education teachers have been overwhelmed with their behavior management due to the increased numbers of students with disabilities in their classroom who display emotional/behavioral challenges. This basic qualitative study aimed to explore K-2 teachers' perspectives on having a broad…

We investigate the beginning of the school discipline pipeline using a reform in Charlotte-Mecklenburg Schools that limited the use of out-of-school suspension for students in grades K-2. We find that the reform reduced the likelihood of out-of-school suspension by 1.4 percentage points (56%) and had precise null effects on test scores and…

In this study, the psychometric properties of the Classroom Observation of Engagement, Disrespectful and Disruptive Behavior (COEDD), a systematic direct observation coding protocol designed to assess common school-based behavioral targets, were examined. Interobserver agreement and criterion-related validity were evaluated in a sample of 155…

There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk for emotional and behavioral problems. Evidence-based interventions for social and emotional success are especially necessary for Black learners with emotional or behavioral problems. In the current study, we used a multiple-baseline…

Students' social-behavioral competencies are foundational to development. This longitudinal study identified associations between parent-teacher and student-teacher relationships, and children's social skills and problem behaviors at a single timepoint and over time. It involved 316 students and their parents and teachers across Grades 1 through…

This study investigated the utility of including teacher-reported callous-unemotional (CU) behaviors in the assessment of disruptive behaviors in school-based research. Participants included 138 first- and second-grade children (68% male; 76% eligible for free or reduced-price lunch; 61% Black, 9% Latinx, 23% White, and 7% multiracial) who…

Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS--Elementary (BEST in CLASS-E), a teacher-delivered Tier…

Associations between reading difficulties and problem behaviours in the classroom have been discussed controversially since the 1970s. The present paper investigates the influence of reading performance on teacher ratings of behavioural problems while taking into account behavioural autocorrelations and teacher halo effects. Teachers rated reading…

A lot of progress has been made in understanding the impact of social and emotional skill building on young children and their ability to engage in expected school behavior. While much of this progress has been directed through the implementation of tiered intervention provided through a Positive Behavioral Interventions and Support (PBIS)…