This study used a single-case design to investigate the effectiveness of Daily Behavior Report Cards (DBRC) in addressing elementary school children's disruptive behavior. The study, conducted in a German elementary school, involved ten second-grade students identified by their teachers as exhibiting disruptive behaviors. The procedures included…

The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. In this study, students in 3 fifth grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback delivery for rule violations (vocal and visual, vocal only, visual only, no feedback) on disruptive classroom…

Behavior-specific praise (BSP) and other forms of positive feedback and public acknowledgment are underutilized in secondary classrooms. Surprisingly, few studies have evaluated the independent effects of BSP in these settings. Using a multiple baseline design with an embedded A/B/B + C condition sequence, the purpose of the current study was to…

Public school teachers are responsible for their students' academic achievement. Their primary role is to deliver academic material in a structured and safe learning environment. One thing that hinders their ability to execute this, however, is having to intervene on behaviors that interfere with optimal learning. These interfering behaviors,…

Behavior challenges impact children and educational professionals on a daily basis; however, it is difficult for educators to obtain high quality training in behavior management. The purpose of this study was to compare cognitive apprenticeship and group work, two teaching methods, to determine which provides better knowledge and implementation…

This study evaluated use of the Caught Being Good Game (CBGG) across two adolescent student populations, maintaining a focus on the provision of feedback during the game. The CBGG, a variation of the group contingency intervention the Good Behavior Game (GBG), is a classroom management intervention that involves the provision of points to teams of…

The Good Behavior Game (GBG) is a popular group contingency implemented to decrease disruptive behavior in classrooms. However, despite numerous replications of the GBG, there are few direct comparisons evaluating the effectiveness of specific components of the GBG. In the present study, we directly compared the type of feedback delivered during…

Introduction: The United Kingdom's Department for Education's advice on behaviour focuses on the power of staff and the strength of the policy in challenging behaviour, via rules, sanctions and rewards. We designed a video-feedback intervention for staff teams in a special educational setting who were working with children with intellectual…

Behavior-specific praise has been deemed an effective, evidence-based positive behavioral intervention and support practice for use among high school students with severe intellectual disabilities. However, teachers are not adequately trained to use such practices with fidelity. One way to address this shortcoming is by implementing a performance…

This study investigated the Caught Being Good Game (CBGG), for use with an adolescent student population. The CBGG is a positive variation of the Good Behavior Game (GBG), a popular group contingency intervention in classroom management literature. In this positive version, teams of students receive points for engaging in desirable behavior,…

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…

Researchers have identified low-intensity classroom management strategies that, when implemented consistently, lead to significant improvements in student behavior. The strategies detailed in this special issue--behavior-specific praise, high-probability request sequence, precorrection, active supervision, instructional choice, and instructional…

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…

Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?--without support, students with…

Students who misbehave represent a range of backgrounds, and behavior problems are likely to be present in both general and special education classrooms. To this end, thousands of schools across the country have adopted positive behavior interventions and supports (PBIS) as a way to prevent and respond to challenging behavior. PBIS is a federally…