Classroom management is a critical skill area. Teachers should be trained and supported in implementing practices that are likely to be successful; that is, practices that are backed by evidence. The purpose of this paper is to describe the outcomes of a systematic literature search conducted to identify evidence-based classroom management practices. Although the need for additional research exists, 20 practices, in general, were identified as having sufficient evidence to be considered for classroom adoption. Considerations for incorporating these pracfices are suggested, and a self-assessmen t tool is proposed as means of evaluating and enhancing use of these practices. Suggesfions for future research are also presented.

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Evidence-Based Practices in Classroom Management: Considerations for Research to Practice.

School-based consultation typically focuses on individual student problems and on a small number of students rather than on changing the classroom system. The Classroom Check-up (CCU) was developed as a classwide consultation model to address the need for classroom level support while minimizing treatment integrity problems common to school-based consultation. The purpose of the study was to evaluate the effects of the CCU and Visual Performance Feedback on teacher and student behavior. Results indicated that implementation of the CCU plus Visual Performance Feedback increased teacher implementation of classroom management strategies, including increased use of praise, use of behavior specific praise, and decreased use of reprimands. Further, these changes in teacher behavior contributed to decreases in classroom disruptive behavior. The results are encouraging because they suggest that consultation at the classroom level can create meaningful teacher and student behavior change.

The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior.

This study examines the effect of an increased rate of opportunities to actively respond to academic requests on the classroom behavior of students with emotional and behavioral disorders (EBD). Nine elementary school students with EBD served as participants. Results suggest that increases in opportunities to respond were associated with increased correct responses and task engagement and decreased disruptive behavior. Implications for research and practice, as well as limitations of the present study, are discussed.

The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD

Background One method of promoting children’s friendship development is through activity participation with peers. However, children with disabilities seem to engage in fewer of these activities, and when they do participate often do so primarily with adults.

Materials and Methods  This study compared activity participation and friendship in typically developing (TD) children (n = 90), children with an autism spectrum disorder (ASD; n = 65), and children with an intellectual disability (n = 30) between the ages of 5 and 17 years. Parents completed a questionnaire about their child’s participation in social, recreational and leisure activities.

Results  The TD children participated in significantly more social and recreational activities and had more friends than the children with disabilities. Notable differences emerged among groups in the percentage of activities the children participated in with peers, parents and/or other adults. Some significant differences were noted between the ASD and intellectual disability groups.

Conclusions  Research concerning activity participation should continue to take into account not only whether children are engaging in activities, but explore more precisely ‘with whom’ these activities are occurring.

Participation of Children with and without Disabilities in Social, Recreational and Leisure Activities

This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. A kernel is a behavior-influence procedure shown through experimental analysis to affect a specific behavior and that is indivisible in the sense that removing any of its components would render it inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent use or sufficient use of some kernels may produce longer lasting behavioral shifts. The analysis of kernels could contribute to an empirically based theory of behavioral influence, augment existing prevention or treatment efforts, facilitate the dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to efficiently developing interventions that are more effective. Kernels involve one or more of the following mechanisms of behavior influence: reinforcement, altering antecedents, changing verbal relational responding, or changing physiological states directly. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior.

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Evidence-Based Kernels: Fundamental Units of Behavioral Influence.

The purposes of this study were to examine (a) the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disor...

Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD:

We used a multiple -baseline-across-participants design (Kazdin, 1982) to examine the effects of self - monitoring on selected social and academic behaviors of high school students with mental retardation who were enrolled in general education classes. Target behaviors and self-monitoring strategies were individualized for participants based on input from students and their teachers and parents, students' individualized education program (IEP) goals, and direct observation of students in general education settings. Occurrences of self - monitoring were associated with improvement in target behaviors across participants. In addition, students' teachers and classmates perceived improved performance of target behaviors when students used their self- monitoring strategies. This study adds to the literature as one of few studies investigating self-monitoring by high school students with mental retardation in general education settings. Inclusion in everyday high school experiences offers potential benefits for students with disabilities. For example, participation in general education classes and activities has been associated with acquisition of valued behaviors such as academic skills (e.g., Ryndak, Downing, Jacqueline, & Morrison, 1995), social skills (e.g., Hughes, Killian, & Fischer, 1996; Kennedy, Shukla, & Fryxell, 1997), communication skills (e.g., Hunt, Staub, Alwell, & Goetz, 1994), and motor skills (e.g., Gee, Graham, Sailor, & Goetz,

Using Self-Monitoring to Improve Performance in General Education High School Classes

This investigation examined the effects of self prompted communication book training provided by peers on the conversational initiations of four high school students with extensive support needs. The intervention was associated with increases in participants' appropriate initiations and general education conversational partners' corresponding responses. The self -prompting strategy also was associated with increases in conversational topics discussed and decreases in inap propriate initiations by participants. In addition, interviews conducted postintervention generally indicated that participants believed they had (a) met their social goals to increase their interactions with their general education peers and (b) made more friends at school. Implications of findings are discussed and suggestions made for future programmatic efforts.

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Self-prompted Communication Book Use to Increase Social Interaction Among High School Students

We used a multiple-baseline-across-participants design to assess acquisition of a picture prompt strategy by two high school students with severe disabilities. We also examined the relation of students' task initiation to task completion. Participants were taught to perform job tasks using a two-step process: (a) touching a picture to prompt initiation of a task and (b) turning a picture in a booklet to indicate task completion. Data were collected on participants' use of the picture prompt strategy and their task initiations and completions. To assess transfer of the discriminative stimulus from a trainer to the picture cues, trainer prompts were also measured. Findings indicated that as participants acquired the picture prompt strategy, their independent task initiations increased. The relation between the use of picture prompts and task completion was less clear for one participant. Factors related to acquisition of picture prompting by individuals with severe disabilities are discussed, and recommendations are made for future research and practice. For high school students with disabilities, sue- ules, typically are regarded as "antecedent cessful adult outcomes such as having a paying cues" because the stimulus for a desired be job may be more likely if these students learn havior (e.g., a full trash can as a signal that the to perform their job tasks independendy trash should be emptied) is made more salient (Wehmeyer, Agran, & Hughes, 1998). Self- by the use of an additional prompt (e.g., a management strategies, which teach people to picture of the trash being emptied) in order

https://www.jstor.org/stable/pdfplus/23879651.pdf

Acquisition of a Picture Prompt Strategy to Increase Independent Performance

The effects of using a multicomponent intervention package to support the classroom performance of 4 high school students with mental retardation enrolled in general education classes were investigated. Intervention components were (a) modification of teacher-assigned worksheets, (b) instruction in assignment completion, (c) instruction in self-monitoring of classroom performance skills, (d) including students in setting performance goals, and (e) instruction in goal-evaluation. Implementation of the intervention package was associated with improved performance on modified assignments for all participants and higher report card grades for 3 participants. Three of 4 participants also correctly and independently evaluated their performance in relation to their performance goals. Findings are discussed and recommendations made for future research and practice.

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Susan R. Copeland

Papers

Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD:

Using Self-Monitoring to Improve Performance in General Education High School Classes

Self-prompted Communication Book Use to Increase Social Interaction Among High School Students

Acquisition of a Picture Prompt Strategy to Increase Independent Performance

An Intervention Package To Support High School Students with Mental Retardation in General Education Classrooms.