Timeout has been used extensively within schools to address inappropriate behavior in children. In practice, timeout is not a single strategy; rather, it is a compilation of related practices. Some forms of timeout are research-based practices for modifying student behavior. However, others lack research support and frequently are misused,…

Silence in classrooms is an undervalued and understudied phenomenon. There is limited research on how teachers behave and think during teachers' silence in lessons. There are also methodological constraints due to the lack of teacher's talk during silence. This study used eye-tracking technology to visualize the noticing patterns of two science…

This highly practical reference is organized around the problem behaviors that K-6 teachers see as the greatest barriers to student success--and the positive behaviors they value the most. Of particular value to educators, the book matches proven intervention techniques to specific target behaviors. Hill M. Walker presents exemplary strategies for…

This quasi-experimental study explored the effects of sensorimotor strategies on improving attention and in-seat behavior of preschoolers with autism spectrum disorder (ASD). Using a single subject, B-A-B-A design with a sensorimotor phase (B) and non-sensorimotor phase (A), duration of attention and in-seat behavior were recorded and analyzed…

This cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models…

Individuals with autism spectrum disorders (ASD) often present with difficulty in sustaining engagement, attention, and have disruptive behavior in classroom settings. Without appropriate intervention, these challenging behaviors often persist and negatively impact educational outcomes. Self-monitoring is a well-supported evidence-based practice…

This cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models…

Elopement occurs when an individual runs away from or leaves a supervised area. Elopement is a dangerous behavior that requires diligence from school personnel in order to effectively reduce its occurrence. Using a step-by-step process to identify the reasons goal-directed elopement occurs and then implementing an intervention to effectively teach…

Positive Behavioral Interventions and Supports (PBIS) has been shown to be a promising approach for improving a range of behavioral health and academic outcomes for youth. This study leveraged data from the scale-up of PBIS and a randomized controlled trial, both conducted in Maryland, to estimate the dollars saved per 100 students as a result of…

Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. As a consequence, engagement in class as well as academic progress suffers. A review of the literature was conducted to examine the effects of teacher praise on attending behaviors and academic achievement of students with emotional disabilities.…

Young children are disproportionately exposed to maltreatment but are underrepresented in research on effective treatments. Universal Teacher-Child Interaction Training (TCIT-U), developed from Parent-Child Interaction Therapy, may be especially appropriate for maltreated children as they often experience caregiver disruptions which pose…

Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers' use of behavior-specific…

The purpose of this investigation was to evaluate the utility of Direct Behavior Rating Single Item Scale (DBR-SIS) methodology in collecting functional behavior assessment data. Specific questions of interest pertained to the evaluation of the accuracy of brief DBR-SIS ratings of behavioral consequences and determination of the type of training…

In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…

At times, classroom management and guidance elude even the most seasoned teachers. Yet, students need guidance and practice in self-regulatory skills to assist in the learning that occurs in classrooms. Teachers need both practical and research-based classroom management strategies that benefit the environment and help create a space conducive to…