Students sometimes engage in challenging behaviors that require teachers to select and design appropriate behavior management interventions. Teachers may choose from various evidence-based intervention strategies when addressing students' challenging behaviors. Reinforcement-based strategies are preferred due to their desirable long-term outcomes.…

As school psychologists help teachers plan and implement classroom behavior management interventions, teacher perspectives on these interventions are vital to consider. To better understand teacher perspectives on a well-established, effective intervention, this study analyzed teacher responses to the Good Behavior Game (GBG; Barrish et al.,…

Schools need effective, sustainable implementation strategies to support teachers in using effective Tier 1 (i.e., whole class) and Tier 2 (i.e., targeted) behavioral interventions in the classroom. This paper describes an iterative, community-partnered process of developing implementation resources to support teachers in using Tier 1 and 2…

High rates of teacher turnover are of critical concern for education agencies on a national level. When surveyed, teachers commonly report that student problem behavior is a primary motivator for leaving the profession. Previous research indicates that efforts to promote classroom management skills that address disruptive student behavior may…

Students with attention-deficit/hyperactivity disorder (ADHD) may engage in disruptive classroom behaviors. The Caught Being Good Game (CBGG) has been identified as an intervention for managing class-wide behaviors. The purpose of the current study was to evaluate the effect of the CBGG in increasing class-wide academically engaged behavior (AEB)…

Although intensive interventions can be more costly than less intensive interventions, for some individuals, they may be more cost-effective. We extend the examination of differential cost-effectiveness to teacher consultation by examining the association between teacher-level characteristics (baseline knowledge, beliefs, skills) and change in…

Tootling is a classwide, peer-mediated intervention created to encourage desired classroom behaviors and enhance students' awareness of classmates' incidental prosocial behaviors (Cashwell et al., 2001; Skinner et al., 2000). This intervention was named Tootling by combining the word "tattling," which is a type of peer reporting, and the…

The Caught Being Good Game (CBGG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. This approach to classwide intervention has been implemented and its effectiveness demonstrated across grade levels and types of disruptive behavior. Teachers report that the CBGG is an easy classroom management strategy to…

Preventing and responding to student misbehavior is an integral part of classroom management and one of the most important skills an educator can have. Despite its importance, many educators receive inadequate training in this area. Many leave their pre-service training lacking confidence in addressing behavior and do not receive training once…

To maximize instructional time, teachers must be able to effectively manage student behavior. However, surveys consistently reveal that a significant portion of teachers feel underprepared to address challenging classroom behavior. One of the most effective ways to reduce problem behaviors in school is with systematic classroom management…

School practitioners increasingly use functional behavior assessments to design behavior intervention plans when students engage in challenging behavior that is not improved by classroom management or standard interventions. Behavior intervention plans should aim to produce behavior change that maintains across time and generalizes to relevant…

Functional communication training (FCT) is a strategy to address problem behavior for students with various disabilities that is supported by a broad evidence base. Despite this support, multiple factors continue to dissuade educators from utilizing FCT in their classrooms. This article outlines the process of developing and implementing FCT plans…

This article provides an overview of single-case research design and how it can be used in concert with Improvement Science. Hypothetical examples of using single-case design to inform improvement efforts are provided, as is a discussion of connections between this methodology and Improvement Science. Resources for further study are also provided.

Teaching is one of the most stressful occupations in the United States. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education…

Challenging student behavior remains one of the biggest trials for classroom teachers. Understanding why a student performs a specific behavior is important in determining how to develop an intervention that targets the function of the behavior. This column focuses on how thinking functionally about behavior can help teachers understand why…