A Systematic Review of General Educator Behavior Management Training

Abstract

The purpose of this review was to systematically analyze the literature on behavior management training for general educators (Pre-K-12). We identified 74 articles in which general educators were trained to implement a behavior management strategy. General educators were most commonly trained to implement behavior-specific praise ( n = 12), Class-Wide Function-Related Intervention Teams ( n = 8), or a multi-component intervention package (i.e., a student-level intervention that included a number of strategies; n = 21). The two most common training components were initial training provided in a one-on-one format ( n = 30) and the inclusion of ongoing coaching ( n = 29). Thirty-nine articles included measures of practitioner fidelity or discrete behaviors (e.g., behavior-specific praise) within the context of an experimental design. We evaluated methodological rigor and evidence of effectiveness of these 39 articles using What Works Clearinghouse standards. Eleven articles included group design studies, nine (81.82%) of which met standards with or without reservations, and four designs had promising evidence of effectiveness. Twenty-eight articles included a total of 49 single-case research designs, of which 27 designs (55.10%) met standards with or without reservations, and 23 designs provided moderate to strong evidence of effectiveness. Directions for future research and implications for the field are provided.

Functional analysis of problem behavior: A 40‐year review

“…Also of note were the numerous publications returned by our search that were not included in the current review because they were also reviews. Examples included functional analyses of elopement (Boyle & Adamson, 2017), brief functional analysis methodology (Gardner et al, 2012), caregiver‐implemented functional analyses (Germansky et al, 2020), functional analyses of tics (Goldman & DeLeon, 2020), precursor functional analysis methodology (Heath & Smith, 2019), functional analyses of inappropriate mealtime behavior (Hodges, Davis, et al, 2020; Saini et al, 2019), functional analyses in public school settings (Lloyd et al, 2016), methodological variations (Lydon et al, 2012), direct‐care staff data collection (Madsen et al, 2016), training (McCahill et al, 2014; Samudre et al, 2022), functional analyses of verbal behavior (Plavnick & Normand, 2013), trial‐based methodology (Rispoli, Ninci, et al, 2014; Ruiz & Kubina, 2017), functional analysis efficiency (Saini et al, 2020), and idiosyncratic functional analysis variables (Schlichenmeyer et al, 2013).…”

An Adaptation of Multitiered Systems of Professional Development to Support Teacher Implementation of Tier 2 Behavioral Supports

“…Behavior management is an important skillset for any teacher to have, but many often find it to be one of the most challenging aspects to the profession (Butler & Monda-Amaya, 2016). A teacher’s ability to effectively manage student behavior that is nonresponsive to Tier 1 practices is essential in promoting student academic and social successes (Samudre et al, in press). However, providing the necessary implementation support can be a time- and resource-intensive process.…”

The Effect of CW-FIT on Group Engagement During Virtual Instruction

“…Census Bureau, 2021). Teachers suddenly needed tools for maintaining students’ engagement during virtual class meetings (i.e., video conferences), but limited guidance existed (Kennedy & Boyle, 2021; Speight & Kucharzyk, 2021). Thus, lack of student engagement emerged as a major concern and barrier to effective instruction (Educators for Excellence, 2021).…”

“…Considering the limited research on behavioral interventions for virtual instruction, systematic replication of interventions with evidence of effectiveness during whole-class, in-person instruction is warranted. Of the current research base on this topic, Class-Wide Function-Related Intervention Teams ( CW-FIT; Kamps et al, 2011; Wills et al, 2010) is one of the mostly commonly represented interventions (Samudre et al, 2021). The CW-FIT package combines elements of an interdependent group contingency and a token economy.…”