Meaningful student-teacher relationships form a crucial foundation for teachers to deliver effective interventions leading to better outcomes for students with challenging behavior. By implementing simple recommendations for facilitating genuine and intentional interactions with students and regulating their own emotional responses, teachers can…

A tremendous amount of evidence supports the importance of building relationships between educators and students (Kincaide et al., 2020). Because of this, there is an emerging focus in both research and practice on how student-teacher relationships are assessed, the impact of these relationships on student outcomes, and methods for building and…

The quality of the relationship that develops between a student and teacher has been connected to pivotal instructional and behavioral outcomes for students. The student-teacher relationship can specifically be harnessed to reduce minor behavioral infractions. However, it is an element of the learning environment that is often overlooked. This…

Student behavior is a major concern for all teachers as classroom management is key to improving educational outcomes. Despite many schools utilizing punitive strategies, research suggests that positive behavior intervention supports (PBIS) are more appropriate and effective at improving student behavior. One such intervention, the Good Behavior…

High probability request (high-"p") sequences, based on the momentum of behavior principle, have been an effective intervention for improving compliance and work completion for students who display challenging behaviors. They have been portrayed as a low-intensity intervention because of being perceived as simple, clear, and easy for any…

This paper presents a conceptual framework to understand the Nurtured Heart Approach (NHA) through the perspective of Self-Determination Theory (SDT). The Nurtured Heart Approach and the Self-Determination Theory are discussed and the parallels are drawn between the two, to provide a theoretical foundation to NHA and support for its effectiveness,…

A wide body of literature has documented the disproportionality in exclusionary discipline rates (Gregory et al., 2010; Losen et al., 2015; Office of Special Education Programs, 2020; Skiba, 2014; Welsh & Little, 2018). Students with disabilities or other minority backgrounds are removed from their classrooms at higher rates than their peers…

Positive, proactive classroom management strategies support academic and behavioral student outcomes while fostering positive teacher-student relationships. However, teachers often cite struggles with classroom management and challenging student behavior as key reasons they ultimately leave the field. Additionally, pre-service teachers often fail…

As a variety of commercial educational applications are currently being taken into daily use to provide technology-enhanced feedback, research is needed to observe whether pedagogical evidence of the impact of feedback on learning and well-being is being utilized. To this end, this study explores the connections between technology-enhanced…

The only consistency with children, with and without disabilities, is that they are inconsistent. Much of a child's behavior is adult controlled by their reaction, methods used, and consistency in support and discipline. When adults change the way they respond to the child's behaviors, the child gradually will learn to modify their behavior.…

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, although this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as…

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, though this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as…

The brief Student-Teacher Classroom Interaction Observation (ST-CIO) is a direct observation assessment that evaluates interactions between teachers and students. The measure was developed for use in classrooms during academic instruction to determine the frequency of teacher use of reprimands and praise toward a student, as well as the frequency…

Classroom management is a common challenge in middle schools. Class-wide Function-Related Intervention Teams (CW-FIT) is a multi-tiered intervention designed to decrease problem behaviors at the classroom level (Wills et al., 2010). It is comprised of evidence-based practices such as teaching classroom expectations, increasing teacher praise, and…

Noncompliance is a common behavior problem exhibited by typically developing children, as well as individuals with intellectual disabilities, and is correlated with a number of psychiatric diagnoses later in life. We begin this manuscript by describing the definition and prevalence of noncompliance. We then review the assessment procedures that…