High rates of teacher praise are associated with positive student outcomes (Royer et al., 2019). Research shows secondary teachers deliver more reprimands than praise (e.g. Floress et al. 2022). Performance feedback (PF) is a strategy used to change teacher behaviors. However, it is unknown if PF targeting praise and reprimands for secondary…

This study investigated the effects of interdependent group contingencies (IGCs) on teacher behavior in high school classrooms. Interdependent group contingencies, rooted in the principles of applied behavior analysis, have demonstrated to be effective in managing student behaviors. However, their impact on teacher behavior has remained…

This study evaluated the effects of a teacher prompting procedure to increase teacher behavior specific praise (BSP) using an Apple Watch. Participants included three Head Start general education teachers. An ABAB design across participants was used to examine the effects of Smart Watch-based prompts on teachers' praise rate. The study consisted…

Within the context of a multi-tiered framework for behavior support, intervention intensification is warranted when a Tier II intervention fails to adequately address a targeted behavior. A traditional approach to intensification is to shift from standardized supports at Tier II to individualized and more resource-intensive supports at Tier III.…

The purpose of this study was to examine whether the use of a prompting technique increased pre-school teachers' use of behavior-specific praise (BSP) statements. Two early childhood teachers participated in the study; one served children aged three to four years, the other four to five years. Both classes consisted of students from low income…

Structured and frequent teacher-delivered praise is an evidence-based component of classroom management. High rates of teacher-delivered praise have positive effects on student behavior. These positive effects are observed in all students. However, teachers struggle to deliver rates of praise consistent with recommendations in the literature. This…

Teachers continually report receiving inadequate training and support in classroom management practices. If teachers do have the opportunity to receive professional development, most are designed as a one-time learning opportunity and do not provide any follow-up training or coaching. Performance feedback has been shown to improve teachers'…

The effects of self-monitoring (SM) on teacher behavior are well documented, but previous research does not attempt to control for reactivity as a threat to internal validity. This study examined the effects of a multicomponent SM intervention on the use of a classroom management practice with participant masking to address this absence in the…

Classroom management is critical for students' behavioral and academic success, and researchers have identified numerous discrete teacher behaviors within several broad areas of classroom management skills. Unfortunately, these skills are often overlooked during pre- and in-service professional development (PD). Additionally, research suggests…

This article reports results from an experimental study of a classroom intervention intended to decrease racial disproportionality in school discipline by focusing on making classroom behavior systems more culturally responsive and changing teacher behaviors (e.g., use of praise and reprimands). The intervention had three main components: (a) an…

Problem behaviors are prevalent in schools and may result in negative effects for the students exhibiting those behaviors, teachers, and other students. Increasing on-task behaviors has been shown to minimize disruptive behaviors. The current study utilized an interdependent group contingency-based intervention, Class-Wide Function-related…

This appendix provides additional characteristics of the studies of "Class-Wide Function-Related Intervention Teams (CW-FIT)" that meet What Works Clearinghouse (WWC) single-case design standards, including six studies that contribute to the findings in the "CW-FIT" intervention report and six studies that do not contribute to…

This article reports results from an experimental study of a classroom intervention intended to decrease racial disproportionality in school discipline by focusing on making classroom behavior systems more culturally responsive and changing teacher behaviors (e.g., use of praise and reprimands). The intervention had three main components: (a) an…

Successful instruction is contingent upon effective classroom management. Unfortunately, not all teachers are effective classroom managers and many require in-service professional development (PD) to increase their use of evidence-based classroom management skills. Although PD models have been developed and evaluated, many are resource-intensive.…

There is an evidence base supporting the use of positive behavior supports in schools; however effectively and efficiently transferring these interventions into classroom settings remains a challenge. Precorrection is a highly-regarded behavior support strategy that relies on antecedent prompting to reduce problem behavior and teach socially…