Educators feel overwhelmed by managing challenging behaviors which often leads to burnout and turnover (Clotfelter et al., 2006; Kokkinos, 2007; Simon & Johnson, 2015). However, professional development (PD) in evidenced-based behavior management practices (EBMPs) is sparse with current PD models yielding varied outcomes (Darling-Hammond et…

Teachers often receive little formal training in how to effectively intervene when a student is behaving in a non-productive manner. Research shows that punitive consequences are usually not effective and are connected to negative outcomes for students. This study aimed to provide teachers with a working knowledge of Scott and Colvin's…

More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the…

Teachers have a tremendous responsibility of educating students on academic skills as well as supporting their social development. Some students do not have the ability to manage their disruptive behavior, ultimately causing more discipline referrals and stress on the classroom teacher. To aid in the implementation of evidence-based practices…

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,…

Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing…

Using a convergent parallel mixed methods design, we examined changes in teachers' use of praise during instruction (verbal or nonverbal statements or gestures to provide feedback for appropriate behavior) and explored teachers' perceptions regarding barriers and facilitators to using praise during coaching. Forty-eight teachers who identified…

Responding to the need for educational stakeholders to be equipped to plan for constantly evolving developments in policy and practice for learners with learning and behavioral disabilities, this edited collection collates contributions from authors who predict what the next big things in the field will be, and offer recommendations on how to…

Autism Spectrum Disorder (ASD) is a developmental delay that is increasing in prevalence among children in the United States. Those being educated in general education classrooms see benefits in various areas. However, there are a number of barriers to effective education, which may be overcome through teacher education and professional…

Students may benefit from evidence-based interventions to support their classroom learning (Carmago et al., 2016). Additionally, laws and policies, such as the Every Student Succeeds Act (2015) and the Individuals With Disabilities Education Act (2006), mandate the implementation of evidence-based practices to improve student outcomes in schools.…

A growing body of research documents the effectiveness of classroom management programs on a range of student outcomes, yet few early-career teachers receive training on these practices prior to entering the classroom. Moreover, few studies have attended to how variations in teacher distress or level of classroom misbehavior affects training…

Effective classroom instructional and behavior management is essential to ensure student academic and social success. Foundational strategies such as clear expectations and routines, specific feedback, and high rates of opportunities to respond have strong empirical support, yet are often missing from educator repertoires. In this article, the…

Classroom pivotal response teaching (CPRT) is an evidence-based practice (EBP) adapted for classroom use. A recent effectiveness trial of CPRT involved training 98 special education classrooms in Southern California. The Exploration, Planning, Implementation, and Sustainment (EPIS) conceptual framework illustrates the impact of inner- and…

Many early educators cite behavior management as a top professional development need. Evidence-based practices exist to address severe challenging behavior, but promoting implementation of these practices remains a challenge. In this single-case design study, two preschool teachers received coaching focused on implementing three evidence-based…

The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…