The recommendations outlined in this article focus on research-based approaches to (a) establishing a healthy teacher-paraeducator relationship and (b) planning for and providing feedback on behavior intervention plans (BIP) implementation, both of which have been found to support teacher-paraeducator collaboration and implementation of effective…

Check-in/check-out (CICO) is an evidence-based practice for addressing the behavioral needs of students with and without disabilities from kindergarten through the 12th grade. The CICO intervention is easily adapted to address other areas of need, beyond behavior, including academics and social integration, making CICO appealing for all school…

Of all the tasks that special education teachers are charged with completing, managing classroom behaviors has been reported as one of the most challenging and one of the top reasons the teachers are leaving the field. The task of providing effective support in classroom management is also daunting for leadership personnel in school systems. This…

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…

Behavior contracts, also known as contingency contracts, have been used as a behavioral strategy for decades (Allen et al., 1993; Bowman-Perrott et al., 2015). Originating from the field of applied behavioral analysis, behavior contracts define behavioral expectations and specify contingent rewards for displaying target behaviors (Cooper et al.,…

In a multi-tiered system of support, we often conceptualize intensive interventions as supplemental academic or behavior supports delivered to a small group of students at Tier 2 or intensive, individualized supports at Tier 3. At Tier 2, some students may not initially respond to the standard protocol of an intervention. In these situations, it…

High-levels of classroom engagement and on-task behavior have been linked to positive outcomes for students. In traditional classroom settings when levels of on-task behaviors are low, teacher integration of Positive Behavior Interventions and Supports (PBIS) can facilitate improvement in student engagement. PBIS strategies such as creating clear…

Researchers have identified low-intensity classroom management strategies that, when implemented consistently, lead to significant improvements in student behavior. The strategies detailed in this special issue--behavior-specific praise, high-probability request sequence, precorrection, active supervision, instructional choice, and instructional…

Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?--without support, students with…

Traditionally schools have been spaces that are punitive and have strict behavior guidelines that include zero-tolerance policies. Thus, conventional behavior management practices blame students and position them as rule-breakers. Consequently, all students, but particularly those who come from complex backgrounds, minority groups, and vulnerable…

Students who misbehave represent a range of backgrounds, and behavior problems are likely to be present in both general and special education classrooms. To this end, thousands of schools across the country have adopted positive behavior interventions and supports (PBIS) as a way to prevent and respond to challenging behavior. PBIS is a federally…

Failure to provide adequate teacher training related to a specific intervention or approach during consultation may be associated with a host of negative outcomes. Requiring teachers to implement an intervention with little to no training increases the probability that the intervention will not have the intended effect and subsequently will fail…

Active supervision is a practical strategy for increasing student engagement and decreasing student disruptive behavior. In this article, we describe a step-by-step process for using active supervision, with teaching tips to assist with successful implementation. Throughout the article we offer lessons from the field featuring the perspectives of…

Effective and engaging instruction is the cornerstone of any well-managed classroom. Even the best behavior support practices will not lead to academic achievement if the academic instruction is ineffective. Specific teacher practices associated with improved student behavior include high rates of opportunities to respond, direct instruction, and…