Enhancing Effective Classroom Management in Schools: Structures for Changing Teacher Behavior

2017 ◽  
Vol 40 (2) ◽  
pp. 140-153 ◽  
Author(s):  
Barbara S. Mitchell ◽  
Regina G. Hirn ◽  
Timothy J. Lewis
Keyword(s):  
Classroom Management ◽  
Behavior Management ◽  
Empirical Support ◽  
Teacher Behavior ◽  
Evidence Based ◽  
Preparation Programs ◽  
Evidence Based Practices ◽  
Social Success ◽  
Specific Feedback ◽  
Support Teacher

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 authors provide a brief rationale for the inclusion of evidence-based practices accompanied with recommended resources to identify current and future practices. In addition, they also provide an overview of effective in-service educator professional development, to ensure evidence-based practices are implemented with fidelity, and recommended systemic strategies that schools and school districts can adopt to support teacher learning. Implications for teacher preparation programs also are discussed.

Evidence-based Practices in Classroom Management: Considerations for Research to Practice

2008 ◽  
Vol 31 (1) ◽  
pp. 351-380 ◽  
Author(s):  
Brandi Simonsen ◽  
Sarah Fairbanks ◽  
Amy Briesch ◽  
Diane Myers ◽  
George Sugai
Keyword(s):  
Classroom Management ◽  
Evidence Based ◽  
Research To Practice ◽  
Evidence Based Practices

A Multimedia Professional Development Process for Teacher Education and Professional Development

2019 ◽  
pp. 1-13
Author(s):  
Victoria J. VanUitert ◽  
Michael J. Kennedy ◽  
Wendy J. Rodgers ◽  
John Elwood Romig ◽  
Kat D. Alves
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Candidates ◽  
Development Process ◽  
Curriculum Materials ◽  
Inservice Teachers ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Support Teacher ◽  
New Evidence

In this updated chapter, the authors introduce a multimedia professional development process that can be used to support teacher candidates or inservice teachers' needs. The multimedia process has three key components: 1) teachers learn new evidence-based practices using multimedia vignettes including modeling videos; 2) teachers receive customizable curriculum materials to use during daily instruction; and 3) teachers receive data-driven coaching and personalized supports for making needed improvements or enhancements. The chapter details research backing each component of the process and includes resources for implementation.

General Education Teachers’ Use of Evidence-Based Practices: Examining the Role of Student Race and Risk Status

2019 ◽  
Vol 45 (3) ◽  
pp. 183-192
Author(s):  
Ambra L. Green ◽  
Timothy J. Lewis ◽  
Amanda A. Olsen
Keyword(s):  
At Risk ◽  
General Education ◽  
General Education Teachers ◽  
Behavioral Disorder ◽  
Evidence Based ◽  
Title 1 ◽  
Evidence Based Practices ◽  
Opportunities To Respond ◽  
Demographic Groups ◽  
Specific Feedback

This exploratory study occurred in Title 1 schools located within a large urban area. The sample included 23 general educators and 551 students in second through fifth grade, with 57 students identified as at risk for an emotional or behavioral disorder. The purpose of this study was to determine (a) to what extent general education teachers used evidence-based practices—specifically, opportunities to respond, positive specific feedback, and precorrections—during classroom instruction, and (b) if those practices occurred at different rates across demographic groups (i.e., race and disability risk). The results indicated that teachers used higher rates of opportunities to respond and positive specific feedback with students not at risk compared with at-risk students. We did not find main effects of race or race-by-disability risk interaction effects. These findings support the need to continue examining teachers’ differing uses of evidence-based practices.

scholarly journals Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

2014 ◽  
Vol 13 (2) ◽  
pp. 187-199 ◽  
Author(s):  
Cara Gormally ◽  
Mara Evans ◽  
Peggy Brickman
Keyword(s):  
Faculty Members ◽  
Evidence Based ◽  
Missed Opportunities ◽  
Evidence Based Practices ◽  
Instructional Feedback ◽  
College Biology ◽  
Higher Ed ◽  
Specific Feedback ◽  
University Level ◽  
The University

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged.

Assertive Discipline: An Effective Classwide Behavior Management Program

1983 ◽  
Vol 8 (4) ◽  
pp. 258-264 ◽  
Author(s):  
Linda Higbee Mandlebaum ◽  
Steven C. Russell ◽  
James Krause ◽  
Martha Gonter
Keyword(s):  
Classroom Management ◽  
Behavior Management ◽  
Management System ◽  
Management Strategy ◽  
Functional Relationship ◽  
Teacher Behavior ◽  
Management Program ◽  
Social Validation ◽  
Reversal Design ◽  
Basic Philosophy

Although Assertive Discipline is widely advocated as a classroom management system, there currently exists specious evidence to support this approach. The basic philosophy, necessary competencies, and procedures associated with Assertive Discipline are reviewed. The effects of an Assertive Discipline program on reducing out-of-seat and inappropriate talking among students of a third grade class were investigated using a reversal design. Results indicate a functional relationship between the program and the dependent measures. Social validation of the program is provided by informal measures of teacher behavior and by interviews with the principal, teacher, and students. It is concluded that the Assertive Discipline program is an effective and practical behavior management strategy that can yield socially valid outcomes.

Intervention Techniques Used With Autism Spectrum Disorder by Speech-Language Pathologists in the United States and Taiwan: A Descriptive Analysis of Practice in Clinical Settings

2018 ◽  
Vol 27 (3) ◽  
pp. 1091-1104 ◽  
Author(s):  
Ming-Yeh Hsieh ◽  
Georgina Lynch ◽  
Charles Madison
Keyword(s):  
United States ◽  
Autism Spectrum Disorder ◽  
The United States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Speech Language Pathologists ◽  
Preparation Programs ◽  
Evidence Based Practices ◽  
Common Intervention

Purpose This study examined intervention techniques used with children with autism spectrum disorder (ASD) by speech-language pathologists (SLPs) in the United States and Taiwan working in clinic/hospital settings. The research questions addressed intervention techniques used with children with ASD, intervention techniques used with different age groups (under and above 8 years old), and training received before using the intervention techniques. Method The survey was distributed through the American Speech-Language-Hearing Association to selected SLPs across the United States. In Taiwan, the survey (Chinese version) was distributed through the Taiwan Speech-Language Pathologist Union, 2018, to certified SLPs. Results Results revealed that SLPs in the United States and Taiwan used 4 common intervention techniques: Social Skill Training, Augmentative and Alternative Communication, Picture Exchange Communication System, and Social Stories. Taiwanese SLPs reported SLP preparation program training across these common intervention strategies. In the United States, SLPs reported training via SLP preparation programs, peer therapists, and self-taught. Conclusions Most SLPs reported using established or emerging evidence-based practices as defined by the National Professional Development Center (2014) and the National Standards Report (2015). Future research should address comparison of SLP preparation programs to examine the impact of preprofessional training on use of evidence-based practices to treat ASD.

Teachers’ Characteristics and Ratings for Evidence-Based Behavioral Interventions

2011 ◽  
Vol 37 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Melissa Stormont ◽  
Wendy Reinke ◽  
Keith Herman
Keyword(s):  
Behavior Management ◽  
Behavioral Interventions ◽  
Management Practices ◽  
Special Educators ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Practice Guide ◽  
General Educator ◽  
Level Of Training ◽  
And Behavior

The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers’ agreement ratings for evidence-based and nonevidence-based behavior management practices for children with emotional and behavior needs, and whether specific teacher characteristics (educational level, amount of education and training using behavioral interventions, and position as a special or general educator) yielded differences in ratings. A survey was developed based on an extensive review of the literature in this area. The survey questions that were the main focus for this study were taken from an Institute for Educational Sciences practice guide. A total of 363 teachers of early childhood and elementary-age students served as participants. Overall, special educators had higher ratings for evidence-based practices and lower ratings for nonevidence-based practices than general educators’ ratings. Special educators also reported more confidence in their interventions. Graduate level of education was associated with lower ratings for nonevidence-based practices than undergraduate level. Teacher-rated level of training and education implementing behavior interventions was not associated with agreement with evidence or nonevidence-based practices. These findings are discussed.

The Importance of Evidence Based Practices and Autism

2020 ◽  
Author(s):  
Jessica Paynter ◽  
Marleen Westerveld ◽  
Rhylee Sulek
Keyword(s):  
Opportunity Cost ◽  
Information Access ◽  
Empirical Support ◽  
Autism Spectrum ◽  
Classification Systems ◽  
Individual Factors ◽  
Evidence Based ◽  
Allied Health Professionals ◽  
Evidence Based Practices

Autism Spectrum Disorder attracts a range of practices, interventions, and treatments ranging from those with empirical support of positively influencing outcomes, through to those with implausible theoretical bases, evidence of ineffectiveness, or indeed harm. In this chapter, we overview, why evidence based practices (EBPs) are important in the field of autism. This includes defining evidence based practice including both the broader framework and the specific classification of practices as EBPs, and summarising recent reviews that have classified practices as EBPs. We highlight that EBPs are important in the context of the ongoing use of unsupported practices by parents, in early intervention, by teachers, and by allied health professionals. We discuss the harms associated with non-use of EBPs and use of unsupported practices including direct harm, false hope, and financial and opportunity cost. We argue that using EBPs is the ethical approach which supports human rights, but acknowledge challenges in translation to practice including terminology and classification, systems factors, and individual factors including information access and attitudes.

Evidence-Based Behavior Management Strategies for Students With or At Risk of EBD: A Mega Review of the Literature

2021 ◽  
pp. 074193252110479
Author(s):  
Benjamin S. Riden ◽  
Skip Kumm ◽  
Daniel M. Maggin
Keyword(s):  
Behavior Management ◽  
Management Strategies ◽  
Future Research ◽  
Evidence Based ◽  
Review Of The Literature ◽  
Evidence Based Practices ◽  
Management Interventions ◽  
Meta Analyses ◽  
And Behavior

Evidence-based practices (EBPs) are strategies shown through rigorous experimentation to be effective when implemented as designed by educators in the field. The purpose of this review is to (a) describe the state and quality of evidence-based reviews and meta-analyses of studies on classroom and behavior management interventions for students with emotional and behavioral disorders (EBDs) and (b) summarize practices which can be deemed evidence-based. We identified 50 meta-analytic or systematic reviews, encompassing 20 interventions implemented solely or in part with students with EBD. In total, our review identified eight interventions classified as EBPs for supporting students labeled with EBD in the meta-analytic literature. Implications for future research are presented.

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