No abstract

Teachers’ reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed Survey of Classroom and Behavior Management. On average, teachers reported to be somewhat knowledgeable and to implement somewhat all of the 10 sets of research-based strategies included in the survey. Teachers appeared to be most knowledgeable and more frequently implement prevention practices but less knowledgeable and less frequently implement individualized behavioral intervention strategies. Teachers’ reported knowledge was correlated with their reported use of strategies. There was a significant difference in reported knowledge across the two districts. Implications are provided for areas of future research and for using the survey to identify targets for improved pre-service and inservice training and support.

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In this study, a systematic review was conducted to examine the evidence base for teacher praise for students without severe disabilities in K-12 classroom settings. Specifically, reviewers followed standards presented by the Council for Exceptional Children and the What Works Clearinghouse to evaluate the methodological quality of 30 studies meeting inclusion criteria. Only 11 studies were rated as being methodologically sound. The review team then classified effects of the 11 methodologically sound studies and provided an overall evidence-based classification for the practice using both sets of standards. Results indicated there is currently insufficient evidence to identify teacher praise as an evidence-based practice for this population of students. A further evaluation of this research base provided no discernable patterns for when and for whom teacher praise is likely to be effective. Implications for practice and future research are provided.

The purpose of this study was to conduct a preference trial as a preliminary test of preference effects on teacher behavior relative to implementation (adoption, adherence, quality). Teachers were randomly assigned to "preference" or "nopreference" groups and then trained to implement the intervention. Direct observation occurred immediately after initial training, after 6 weeks of coaching support, and after 4 weeks of no support. Results showed that, when compared with the no-preference group, teachers who had the opportunity to exert a preference adopted the intervention sooner and sustained higher fidelity and quality of implementation independent of coaching. Furthermore, though most teachers in the no-preference group did adopt the intervention and demonstrate high fidelity following coaching, implementation did not sustain after the withdrawal of coaching.