Evidence-based classroom management practices can be organized into five "critical" areas: (a) maximizing structure and predictability (e.g., physical layout facilitates engagement, defining and teaching classroom routines), (b) establishing and teaching expectations (e.g., positively stated expectations; teaching/posting behavior expectations), (c) engaging students in observable ways (e.g., opportunities to respond, direct instruction), (d) using a continuum of strategies to recognize appropriate behaviors (e.g., behavior-specific praise), and (e) using a continuum of strategies to respond to inappropriate behaviors (e.g., brief corrections for inappropriate behavior differential reinforcement; Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008; Office of Special Education Programs, 2016). Effective implementation of these practices promotes student engagement and academic outcomes and decreases disruptive behavior (Epstein et al., 2008). Conversely, poor classroom management implementation has been linked to increased risk for long-term negative academic, social, and behavioral outcomes (Epstein et al., 2008). Despite these findings, research consistently indicates classroom management practices are not implemented with sufficient implementation fidelity (Briere,