"Cultivating Behavioral Change in K-12 Students" provides in-service educators with a long-term, team-based approach to enhancing their interventions and supports for struggling students. Given the clear visibility of trauma, crisis, and clinical challenges among children today, it is more important than ever that school professionals…

Recent research has demonstrated that educators and students succeed when students are present, engaged, socially secure, and academically successful. These practice recommendations draw upon studies of whole-school or whole-class interventions that support prosocial behavior in elementary school students, including students who are identified as…

In recent decades, research and practice have shown that investing in a positive school-wide social culture is a key component of effective education. Evidence demonstrates that educators and students succeed when students are present, engaged, socially secure, and academically successful. Developed by 2M Research in conjunction with an expert…

Whole-school or whole-class programs designed to promote positive behavior can enhance the likelihood that effective teaching and learning occur for all students. This practice guide is intended to help elementary education educators, as well as school and district administrators and parents, implement and support effective prevention-focused…

This guide presents Project Self-Esteem, a program for improving self-esteem and preventing drug and alcohol abuse in kindergarten through grade 6. Chapter I presents the team leader's guide and discusses introducing the program to the principal, school staff, and parents. Chapter II focuses on kindergarten and includes lessons on being a friend…

Offers three guidelines to aid teachers in selecting effective contingency management programs, based on degree of positiveness, effectiveness, and costs to teachers and parents. Describes how to use a simple home-based program, which resulted in successful reduction of mild classroom disruptive behavior. (JAC)

This manual provides an understanding of child noncompliance and techniques for dealing effectively with children who are noncompliant in the classroom. An introductory chapter describes and defines noncompliance, outlines possible by-products of child noncompliance, and explains how to measure noncompliance. The manual then describes four…

Students choose their own behavior, and teachers have the power to influence their choices. This article describes cooperative discipline and offers three strategies for positively influencing students' behavior: identifying the behavior, dealing with misbehavior immediately, and providing some encouragement. Resources for further information are…

The purpose of this manual is to provide teachers and other instructional personnel with an understanding of disruptive behavior and effective techniques to use in dealing with children who are disruptive in the classroom. An introductory chapter describes and defines disruptive behavior, explains possible by-products of disruptive behavior, and…

Ten suggestions are offered for managing disruptive behavior so that optimal test performance is elicited from children (ages 2-12), including: establish rules and teach a ready position; provide praise; give effective instructions; use rewards; time breaks carefully; use active ignoring and redirection; use choice statements; and maintain…

Research has suggested that the use of effective instructional strategies could be increased through direct intervention. One possible intervention is performance feedback, a simple yet effective method of consultation for influencing teacher behavior. Mortenson and Witt (1998) defined performance feedback as "a method of providing…

Describes a difficult sixth grade girl who spent her elementary school years fighting to feel happy. The article focuses on a teacher's efforts to raise the child's self-esteem by examining her home life then taking appropriate steps to encourage success (e.g., tutoring younger students). (SM)