Classroom management systems (CMS) are class-wide strategies that teachers use to keep students on task, attentive, and academically engaged. This review provides teachers an overview of eight effective and socially valid CMSs that are aligned with school-wide positive behavior interventions and supports (SWPBIS). The goal is to provide teachers…

Antecedent choice and consequence choice procedures are often used as interventions to increase on-task behaviour and reduce problem behaviour. This systematic literature review considers the conditions under which individuals show a preference for choice. Results suggest that preference for choice is variable, with some individuals preferring…

An ABAB design was used to analyze the effects of positive peer reporting plus a randomized dependent group contingency (PPR + DGC). This intervention package was implemented across three classrooms in an alternative school setting for students diagnosed with emotional and behavioral disorders. The DGC consisted of the teacher randomly choosing a…

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…

Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses…

The prevalence of students with behavioral problems who also have learning problems has been reported to be as high as 50% (Glassberg et al. "Behavioral Disorders," 25, 9-21, 1999). In the current study, we progressively evaluated the effects of positive reinforcement, instructional strategies, and, if needed, negative reinforcement on…

Although many educators are familiar with a suggested 3:1 or 4:1 praise-to-reprimand ratio (PRR), relatively little research has been conducted on this subject. Three years of data collected across three states in the United States, from 19 elementary schools and 151 classrooms, during a multi-site efficacy trial were used to analyse the effect of…

Though many educators are familiar with a suggested 3:1 or 4:1 praise-to-reprimand ratio (PRR), relatively little research has been conducted on this subject. Three years of data collected across three states in the United States, from 19 elementary schools and 151 classrooms, during a multi-site efficacy trial were used to analyse the effect of…

Vocal stereotypy is a commonly occurring challenging behavior in children with autism spectrum disorder (ASD) that is frequently maintained by automatic reinforcement and often interferes with skill acquisition. Matched stimulation (MS), and response interruption and redirection (RIRD) are two interventions that have been demonstrated to be…

The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs). The guide covers: (1) components of quality behavioral IEP goals; (2) how to know which behavior(s) should be addressed through an…

Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses…

Group contingencies are an effective way to prevent and address problem behavior; however, the extent to which these effects transfer to settings where the intervention is not implemented (i.e., setting generalization) is unknown. Using a multiple baseline design, this study assessed the setting generalization of the effects of an interdependent…

Addressing the needs of all students with behavioral problems is important, as research and legislation prioritize the implementation of school-wide positive behavioral interventions and supports (SWPBIS) in school settings. The Individuals with Disabilities Education Improvement Act (IDEIA) specifically includes a provision to consider behavior…

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…

Individuals with Autism Spectrum Disorders (ASD) often demonstrate behaviors that impair their school experiences. Therefore, the implementation of research-based strategies that will foster success for students with ASD is critical. The purpose of this study was to investigate the effect of a web-based self-monitoring application, I-Connect,…