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…

This article provides a conceptual framework for using fixed-interval praise delivery in the educational setting. Fixed-interval praise delivery can be conceptualized as an antecedent-based strategy that disrupts the natural behavior to contingency relationship in a four-term contingency model (Establishing…

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…

Background: When children and youth feel connected to their school, family, and others in their community, they are less likely to engage in risky behaviors and experience negative health. Disruptions to school operations during the COVID-19 pandemic have led many teachers and school administrators to prioritize finding ways to strengthen and…

Over the past 25 years, research and practical experience have supported investments in strategies to encourage all students to behave according to agreed-upon expectations. In collaboration with expert panelists, the What Works Clearinghouse™ (WWC) distilled that research into practical recommendations for elementary educators. The…

Students succeed in school environments that support them in demonstrating prosocial and positive behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students and decreased likelihood of academic success. Behavioral interventions can help students engage in positive…

Students succeed in school environments that support them in demonstrating prosocial and expected behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students, strained relationships between students and teachers, perceptions of unsupportive classroom and school…

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.…

Despite over 50 years of research and discussion concerning school-based interventions for students with emotional and behavioral disorders (EBD), a discernible consensus regarding the core elements of intervention for this student population remains elusive. This discordance is seen by many as an obstacle to the proper design, dissemination, 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…

Teacher praise is an effective classroom management tool. Training teachers to increase their use of praise can improve student disruptive and off-task behavior. The purpose of this article is to examine different characteristics of praise and the training methods used in the literature. Training methods with positive treatment acceptability and…

Teacher praise is an effective classroom management tool. Training teachers to increase their use of praise can improve student disruptive and off-task behavior. The purpose of this article is to examine different characteristics of praise and the training methods used in the literature. Training methods with positive treatment acceptability and…

Positive or negative behaviors a child displays while exploring, learning, and communicating express how they are adapting to their environment. There are as many reasons for a behavior as there are children. Some children react inappropriately because they have never been given direction or taught how to handle various situations. It is important…

Positive adult language is the professional use of words and tone of voice to enable students to learn in an engaged, active way. This includes learning social skills. To guide children toward choosing and maintaining positive behaviors, adults need to carefully choose the words and tone of voice used when speaking to them. Learning to use…

The research on classroom management systems has provided a comprehensive evidence base for effective classroom management strategies for teachers to adopt in their classrooms. The most common strategies found in the literature are rules, reprimands, and praise. Reprimands and praise are used by the teacher as part of the reinforcement schedule to…