Given the critical importance of discrete instructional practices in special education, teacher candidates must be prepared to implement them upon entering the classroom. In preservice teacher education programs, field placements and clinical experiences rarely provide enough opportunities for preservice teachers to gain the proficiency needed to provide effective instruction. In this study, a randomized control research design was used to investigate the effects of a mixed-reality simulation experience compared with traditional classroom practice in the implementation of a system of least prompts. Results suggest that mixed-reality simulation with additional coaching supports significantly improved preservice teachers’ implementation of the prompting sequence. Social validity data collected offer insights into the use of mixed-reality simulation in practice with preservice teachers. Limitations and suggestions for future work are discussed.

For all children and youth, language underpins success in academic, social, and behavioral interactions. For students with language deficits, even seemingly simple tasks can be challenging and frustrating. Perhaps not surprising, children with language deficits often exhibit high rates of problem behavior, and children with behavior disorders tend to have low language ability. Because language and behavior are fundamental to success in school, teachers need to understand the comorbidity of these challenges, recognize signs that a student may be struggling with language delays, and have strategies to support students who struggle with behavior and language. In the present article, we (a) introduce and address co-occurring language and behavioral deficits, (b) overview common types of language difficulties in school, and (c) provide classroom management and instructional strategies to support students with these dual deficits.

Effective classroom management is critical for student and teacher success. Because teachers receive limited preservice preparation and in-service support in classroom management, educational leaders (e.g., school psychologists, behavior coaches, mentor teachers, and administrators) need efficient and effective tools to identify teachers’ strengths and needs and to guide professional development. Current approaches to assess teachers’ classroom management are either (a) simple and efficient, but have unknown psychometric properties, or (b) psychometrically sound, but resource intensive. Thus, a Classroom Management Observation Tool (CMOT) that is simple, efficient, and has promising psychometric properties would fill a critical need in the field. This article describes the initial development and validation of the CMOT—a four-item rating of teachers’ active supervision, opportunities to respond, specific praise, and positive to corrective ratio—and presents promising evidence of content validity, factor structure, interrater reliability, construct validity, and generalizability. Further research is needed to develop this tool for screening, progress monitoring, and other assessment purposes.

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