Direct linkERIC Number: ED676696
Record Type: Non-Journal
Publication Date: 2025-Oct-29
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Supporting Effective Classroom Practices for Students with Disabilities with Classroom Support System (CSS)
Fina M. Robertson; Robert F. Putnam; Brandi Simonsen; Mary Jane Weiss
Center on Positive Behavioral Interventions and Supports
In this demonstration, we implemented the CSS in two self-contained classrooms (Spencer, 2013) to support educators and students with diverse needs. With brief training and targeted feedback, teachers improved their use of evidence-based practices, and student on-task behavior increased. The CSS can be a valuable tool for any setting where teachers need coaching support and a clear plan to build positive, engaging classrooms.
Descriptors: Students with Disabilities, Self Contained Classrooms, Student Needs, Teacher Competencies, Faculty Development, Feedback (Response), Evidence Based Practice, Student Behavior, Coaching (Performance), Special Education, Program Effectiveness, Time on Task, Elementary School Students
Center on Positive Behavioral Interventions and Supports. e-mail: support@pbis.org; Web site: https://www.pbis.org/
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (OSEP) (ED/OSERS); Office of Elementary and Secondary Education (OESE) (ED)
Authoring Institution: Center on Positive Behavioral Interventions and Supports (PBIS)
Identifiers - Location: Massachusetts
Grant or Contract Numbers: H326S230002
Department of Education Funded: Yes
Author Affiliations: N/A
