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Effective Teaching Practices That Promote a Positive Classroom Environment Author(s): Ashley S. MacSuga–Gage, Brandi Simonsen and Donald E. Briere Source: Beyond Behavior, Vol. 22, No. 1, Special Issue: Effective Teaching Practices for Students

with E/BD and Challenging Behaviors (FALL 2012), pp. 14-22Published by: Council for Exceptional ChildrenStable URL: http://www.jstor.org/stable/24011882Accessed: 01-06-2015 16:33 UTC

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Effective Teaching Practices

Effective Teaching Practices That Promote a Positive Classroom Environment

Ashley S. MacSuga-Gage, Brandi Simonsen, and Donald E. Brierb, University of Connecticut

Who

is the most effective Framework for Organizing Effective use of classwide behavioral

teacher you know? Take a Class-Wide Teaching Practices interventions:

moment to reflect on

teachers you had when you were a The term "classwide teaching Classwide behavioral interventions are

student, have worked with, or have practices" refers to a set of observable a SrouP research-based effective

observed. Now, consider what and measurable actions a teacher can teaching strategies used positively

, , . .. . i, , , . and preventatively to promote and makes (or made) that teacher engage in to support all students . ,r . , j. .

,, ,, , , . , ? , . , , . reinforce social and behavioral compe effechve. Although your answer within his or her classroom. Effective

tence in gtudents while minimizing

may include both observable teachers have a foundation of problem behaviors (Farmer et al.,

behaviors and other less tangible practices they engage in consistently 2006). Classwide behavioral interven

qualities, there is often a salient that promote academic achievement, tions do not represent a single type of

group of practices that makes a appropriate behavior, and intervention; instead they include a

skilled teacher stand out. relationship building with students combination of effective behavior man

Effective teaching is both an art and families. In addition, they agement practices that have a long

and a science. Successful teachers differentiate these practices based on history in our field, such as using

expertly weave together academic, students'needs to effectively support contingent and frequent praise, pro

behavioral, and social threads to all students within the classroom v 1

, s

('PPort^nltles to

spond), and applying classroom rules achieve a unique classroom tapestry. environment.

(Conroy et al 2008)

Undoubtedly, one article cannot To organize and implement

begin to cover all of the nuanced identified practices for all students, Conroy et al. (2008) weave skills essential to creating an ideal teachers should view the classroom

together Rtl logic with knowledge classroom environment. However, from the perspective of a response to about evidence-based classroom

research, practice, and experience intervention (Rtl) model. The Rtl management to create a framework

have identified critical effective model consists of a multitiered for approaching the creation of a

teaching practices when working framework of effective, evidence- positive classroom climate. In this with all students, including those based supports for all individuals. article, we primarily focus on Tier 1, with challenging behaviors. In this Typically the Rtl model is universal classroom practices that

article, we present a framework for conceptualized as a continuum, with teachers should implement with all

organizing concrete effective teaching supports grouped into three tiers: students, including those with

practices and highlight specific universal, targeted-group, and challenging behaviors, across three

strategies educators can use to individualized supports. Universal key areas, establish and promote a positive (Tier 1) practices are designed to

classroom environment. In particular, provide all individuals with Key Areas of Effective we focus on three key areas of comprehensive high quality Teaching Practice effective teaching: (a) delivering supports. Targeted group (Tier 2)

explicit and engaging academic supports are provided to students Deliver Explicit and Engaging instruction, (b) implementing who require additional intervention Academic Instruction

empirically supported classroom to successfully respond to Tier 1, and Effective academic instruction is

management strategies, and (c) are typically provided to groups of explicit and engaging. Teachers

building relationships with students students who have similar needs. should develop their instructional and their families. To assist teachers Individualized (Tier 3) supports are activities using empirically derived in the integration of effective teaching provided for students who require and supported principles of

strategies, we (a) describe each of the intensive and individualized "effective instructional design" (e.g., three key areas of effective teaching, supports to be successful. Conroy, Becker, 2001; Carnine, 1997). When

(b) suggest strategies to integrate Sutherland, Snyder, and Marsh (2008) planning instruction, effective

these practices into teaching, and (c) applied Rtl logic to their teachers carefully prioritize learning

provide helpful resources to support conceptualization of the positive objectives and select what to teach,

practitioners. classroom environment through the They focus on big ideas that are

14 Beyond Behavior

Effective Teaching Practices That Promote a Positive Classroom Environment

Ashley S. MacSuga-Gage, Brandi Simonsen, and Donald E. Briere, University of Connecticut



Effective Teaching Practices BeyondBehavior

central to the content being taught and incorrect responses (specific error difficulties, young students learning

(e.g., problem solving strategies), and correction). math). To identify evidence-based

identify, define, and task analyze (list Following instruction, skilled practices in instruction, teachers may

steps required to perform) strategies teachers design practice activities consult free, web-based resources

that "experts" use to understand and (e.g., classwork and homework) that (e.g., What Works Clearinghouse)

apply similar concepts and skills. promote fluency, maintenance, and included in Figure 1.

Also, effective educators use their generalization of acquired skills and

time wisely by carefully sequencing knowledge. They use practice Implement Empirically Supported information (e.g., teaching concepts activities effectively (see Carnine, Classroom Management Practices

or skills in an additive way that 1989 for specific guidelines), In addition to effective academic

ensures all students master basic monitor students' progress, and use instruction, effective teachers employ

concepts or skills before introducing these data to inform future empirically supported classroom

more advanced topics), organizing instruction. management practices to create a

activities into strands (i.e., presenting Integrating explicit and engaging positive classroom environment,

content in small segments of instruction. To assist teachers in Research has identified a variety of

instruction across consecutive days, integrating these effective effective classroom management rather than planning a long activity to instructional practices into the practices, which can be grouped teach the entire concept or skill), and classroom, Darch and Kame'enui within three broad categories: (a)

minimizing downtime between (2004) provide useful tools, checklists, environmental approaches that

activities. For example, teachers and considerations related to increase structure and predictability should organize all materials needed instructional management. They in the classroom, (b) comprehensive for each activity at the beginning of suggest that teachers consider social skills instruction focused on

the day and carefully plan transitions different aspects of instruction before, classroom expectations, and (c) between instructional activities to during, and after instruction. Before consequence strategies to reinforce

decrease the amount of instructional instruction, teachers plan their appropriate behavior and correct

time lost between activities. teaching/learning objectives, modes inappropriate behavior (e.g.,

During instruction, effective of assessment, instruction and task Simonsen, Fairbanks, Briesch, Myers, teachers focus on increasing students' design, and classroom management. & Sugai, 2008). First, effective

active engagement, which in turn can Then, teachers shift to managing, teachers organize their physical decrease challenging behaviors. To delivering, and modifying instruction classroom environment (e.g., floor

ensure students are actively engaged as they progress through each plan and seating chart that matches

during instruction, teachers provide instructional activity. Finally, Darch style of instruction); develop and

high rates of opportunities to respond and Kame'enui suggest teachers explicitly teach daily classroom

(OTRs) via rapidly paced instruction consider each of those elements routines (e.g., daily procedures for

(see Haydon, MacSuga-Gage, (management, delivery, student turning in homework that include

Flawkins, & Simonsen, this issue, for performance, student behavior) after designated areas for homework

strategies related to increasing OTRs) instruction, and use data collected to collection and times for submission); and decrease student-to-teacher inform future instruction. By and create a predictable schedule

ratios (e.g., use small-group explicitly focusing on these features across days, weeks, and other

instruction) when possible. Also, of instructional management, activities. These environmental

teachers use positive strategies to teachers will be able to design and strategies create a classroom layout

manage instruction. First, they implement effective instruction. and structure that minimizes

develop and use an attention signal to Helpful resources. Although the crowding and distractions,

get students' attention (e.g., teach resources suggested above provide a Second, effective teachers use

students to look when the teacher clear framework for designing explicit and comprehensive raises her or his hand). Then, they effective instructions, teachers may instruction to establish, teach, teach and reinforce active consider adopting an evidence-based monitor, and reinforce a small

engagement (e.g., provide specific scripted curriculum to (a) increase the number (e.g., three to five) of

praise or other reinforcers contingent likelihood of student success and (b) positively stated classroom

on looking at the teacher when reduce the demands of designing expectations (e.g., respect self, others, instructions are presented, their own instruction for all subjects/ environment; be safe, responsible,

responding to teacher-presented periods of the day. A variety of and respectful). These expectations OTRs, and attempting independent scripted, evidence-based curricula provide students and teachers with

work, regardless of the accuracy). exist across content areas to support observable and measurable examples

Finally, they provide feedback various student populations (e.g., of appropriate behavior during

contingent on correct (specific praise) students at-risk for reading teacher directed instruction, partner

Fall 20 1 2 15




Figure 1 Web-Based Resources to Assist Teachers in Identifying Evidence-Based Practices

Web-based Resources to Aide in Identification & Implementation of Evidence-based Practice

Site Resource Description

Evidence Based Intervention Network

http://ebi.missouri.edu/

Provides resources centering on the selection of

evidence-based practices, foundations of problem solving (in respect to evidence-based practices), response to intervention, and supports for English

Language Learners.

Intervention Central

http://www.interventioncentral.org/

Provides links to tools that support principals of direct instruction, assessment materials, and information on

a variety of both academic and behavioral resources.

National Institute for Direct Instruction

http://www.nifdi.org/! 5/

This site serves as the authority on direct instruction.

It provides resources for both practice and information

surrounding the strong evidence-base supporting the

effectiveness of direct instruction.

National Center on Response to

Intervention

http://www.rti4success.org/

This site serves as a central hub of academic focused response to intervention materials, resources, and

research.

OSEP Technical Assistance Center on Positive Behavior Interventions and

Supports (PBIS)

http://www.pbis.org/

The national center focusing on positive behavior interventions and supports has put together this

website to organize resources for practice and

research.

What Works Clearinghouse

http://ies.ed.gov/ncee/wwc

Designed to be a central hub of information about evidence-based practices for teachers to reference

while searching for effective academic and behavioral practices.

work, independent seatwork, and by purposeful scanning, monitoring, inappropriate behavior. The easiest, other classroom routines. Positive and interaction with students. and perhaps most effective, classroom environments promote Third, effective teachers use consequence strategy is specific and

following of expectations through consequence strategies to reinforce contingent feedback. Effective active adult supervision characterized appropriate behavior and correct teachers use specific feedback to

16 Beyond Behavior

Figure 1 Web-Based Resources to Assist Teachers in Identifying Evidence-Based Practices




titer

praise or correct appropriate or classroom management skills (self- 3. Implement changes to practice inappropriate behavior, respectively. monitor), developing an action plan specified in the action plan and

Specific feedback should occur to change practice based on the data, continue to collect data. Data

immediately after the behavior and providing their own feedback collection should remain

(ideally within 5 to 10 seconds), (and possibly other reinforcers) to constant, and teachers (and communicate either positive (e.g., encourage implementation of consultants) should develop a "thank you for raising your hand") or classroom management strategies method for visually representing corrective feedback, and clearly specified in the action plan (see data used to track progress (e.g., communicate what behavior is Simonsen et al., 2012). With self- graph). desired in the future (e.g., "instead of management, teachers collect and 4. Assess success and plan for the

shouting out, please raise your track their own behavior data either future. The goal of intervention

hand"). Further, specific and in real time (e.g., using paper and is to change practice. Once data

contingent performance feedback pencil tallies, a handheld golf show that satisfactory change should be linked to classroom counter, or an electronic data has occurred, active intervention

behavioral expectations (i.e., the collection application) or through the can be discontinued and classroom expectations described use of an audio/visual recording strategies for maintenance

above) and academic performance. device. Consultation involves the implemented. If data do not Teachers may also incorporate a same process, but a consultant (e.g., indicate change, the intervention

variety of other empirically mentor, peer, administrator, behavior should be adjusted accordingly, supported consequence strategies to consultant) assists with collecting and the cycle repeats, (a) increase desired behavior, data, action planning, and monitoring Helpful resources. Figure 2 also

including classwide group implementation across time (see provides information on where to

contingencies, behavioral contracting, MacSuga & Simonsen, 2011 for a find materials to assess classroom

and token economies; and (b) detailed description of the management and to learn more about decrease undesired behavior, consultation approach). Regardless of specific classroom management including performance feedback the method chosen for behavior practices. Additionally, teachers may (with and without the addition of change, teachers should engage in the choose to use prepackaged/created other reinforcement practices), following data-driven steps: classwide interventions, like the differential reinforcement, planned 1. Assess present level of classroom Good Behavior Game (GBG; Conroy ignoring plus contingent praise and/ management performance. et al., 2008). or instruction of classroom rules, Information on present level of

response cost, and time out from overall classroom management Develop Positive Relationships with

reinforcement. may be collected with a simple Students and Their Families

Integrating empirically supported checklist (see resources Conroy et al. (2008) suggest classroom management practices. presented in Figure 2). In that positive teacher-student Various studies examine methods to addition, information may be relationships naturally occur as a assist teachers in the implementation collected on discrete classroom result of implementing classwide of evidence-based classroom management skills (e.g., specific positive behavior supports with

management practices (MacSuga & praise, opportunities to respond fidelity. When teachers systematically Simonsen, 2011; Myers, Simonsen, & presented to students, prompts implement classwide interventions,

Sugai, 2011; Simonsen, MacSuga, delivered for appropriate teacher-student interactions become Fallon, & Sugai, 2012; Reinke, Lewis- behavior) using the methods more positive, students are more Palmer, & Merrell, 2008). These described previously. engaged, and teachers are able to studies apply data-based decision 2. Use assessment data to create an focus on teaching appropriate making cycles to target all areas of action plan. The action plan behaviors—all these result in a classroom management or specific should include (a) current levels positive classroom environment that

practices or combinations of practices of performance, (b) goals for promotes student learning and

(e.g., specific praise, opportunities to future performance, and (c) engagement (Conroy et al., 2008). respond, prompts for expected observable and measurable Additionally, home-school

behavior). From this literature base, actions to achieve the goal. connections play an integral role in two promising practices for changing Conroy and colleagues (2008) creating a positive classroom climate, teacher behavior emerge: self- provide a classwide Epstein (1995) provides a framework

management and consultation. interventions matrix targeting of six types of involvement that foster

Self-management occurs when specific classroom management positive home-school connections

teachers support their own practice practices that can be used as a across a multitude of specific by assessing or tracking their use of model. practices: (a) parenting, (b)

Fall 2012 17




Figure 2 Resources to Help Build Universal Classroom Management Practices

Resources to Help Build Universal Classroom Management Practices

Develop your own universal classroom management intervention.

STEP 1: Assess your classroom: What are you currently doing?

Identify or create an assessment to determine your present level of performance in respect to

classroom management. See suggestions for assessments below.

STEP 2: Goal setting & action planning: What do you want to be doing? How/ will you do it?

Set observable and measurable goals that are based on individual present levels of performance. Use these goals to inform actionable changes to teaching practice that can be consistently implemented. Determine a system for data collection and progress monitoring.

STEP 3: Implementation & Progress monitoring:

Continuously collect data and track progress.

STEP 4: Assess Success: How has your practice changed? What is the impact on your students?

Assess the impact of self-intervention on both teaching practice and student outcomes (i.e.,

academic, behavioral, and social performance/perceptions). Use this information to inform next

steps.

Universal Classroom Management Assessment Tools -Classroom Management Checklist (MacSuga & Simonsen, 2011; Simonsen et al., 2008) -Classroom Check-Up (Reinke, 2008) -Classroom Management Self-Assessment available through PBIS.org (www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourcelD=164)

Web-Based Resources to Learn More About Effective Classroom Management -National (www.pbis.org) and state PBIS websites (varies by state) provide information on classroom management. -Classroom Resources - Training "Mini Modules": available through Missouri Positive Behavior

Supports online at: http://pbismissouri.org/class.html -Library of Classroom Management Videos - available through the University of Louisville's Academic and Behavioral Response to Intervention online site at:

http://louisville.edu/education/abri -The IRIS Center - Resources, training modules, case studies, activities, and information briefs online at: http://iris.peabody.vanderbilt.edu/resources.html

18 Beyond Behavior

Figure 2 Resources to Help Build Universal Classroom Management Practices



Effective Teaching Practices BeyondBehovior

communicating, (c) volunteering, integration of culture into universal problem, employ problem (d) learning at home, (e) decision behavior support, including three big solving logic focusing on

making, and (f) collaborating with ideas to help staff support student determining a solution that best

community. This framework behavior within a culturally relevant serves the student and pairs provides a starting point for context: (a) systematically promote teachers with families in a educators to involve parents and staff members' cultural knowledge partnership rather than acting includes observable and measurable and self-awareness, (b) commit to independently of one another,

suggestions for implementation. culturally relevant and validating 3. Create opportunities for reinforcing Building on Epstein's approach, student support practices, and (c) use interactions. Set up events that

Minke and Anderson (2005) culturally valid decision making to celebrate appropriate academic

encourage flexibility and enhance culturally equitable student and behavioral performance, understanding around unique family outcomes (Vincent et al., 2011). To Provide recognition to students situations and dynamics, and they apply this to the classroom context, and communicate that

suggest the importance of "two-way teachers can take the time to learn achievement to families. Assess

communication, respect, and about and incorporate the culture of the strengths of students and

commitment" (p. 182). Further, they students and their families into families and provide emphasize empowering parents with classwide academic and behavioral opportunities for each to

knowledge that fosters future practices, thus building positive demonstrate their abilities in

advocacy of their child. Muscott and relationships. formal and informal classroom

colleagues (2008) provide a version Building positive relationships with activities. of Epstein's framework that students and their families. Although 4. Integrate culturally responsive incorporates the importance of there is limited research supporting practices. Create opportunities understanding the diversity of family specific relationship-building to learn about the culture of

dynamics that may impact the nature practices, we believe the following students and their families by of participation stressed by Minke suggestions may facilitate building encouraging the sharing of and Anderson (2005). Muscott et al. positive teacher-student individual traditions, (2008) suggest assessing the needs of relationships and home-school celebrations, stories, and other

parents so that teachers are able to: (a) connections: meaningful information. Involve

sharpen a wide range of parents' 1. Maximize structure of and for parents in the planning of basic skills, (b) establish consistent communication. Create regular classroom celebrations, provide systems of two-way communication, and frequent opportunities for frequent opportunities for

(c) create a spectrum of volunteer both positive and constructive parents to volunteer, and

opportunities, (d) teach families how communication with students integrate the community into the to support students' academic and their families. For example, classroom (e.g., through local

progress by exposing them to new provide parents with a clear field trips, invitations to academic behavior content and skills, channel of information and community experts to

(e) expand the influence of families communication (e.g., a participate in class). by sharing power in decisions about classroom blog with the ability Helpful resources. As noted by teaching and learning at their schools, to comment, brief monthly Minke & Anderson (2005), there is no and (f) tap into the resources and emails about what their child is singular way to approach home

strengths available in the community doing well, survey families at school collaboration; instead, "each

(p. 9). the beginning of the school year school community needs to assess its

Finally, Minke and Anderson to determine the best way to particular context and develop (2005) note the importance of communicate—i.e., phone, text, relationship-building opportunities considering culture when or email). responsive to its specific determining goals for parental 2. Offer both positive and corrective circumstances" (p. 184). One

participation and in the selection of behavior-specific communication suggestion to aid teachers in this

strategies designed to create positive around both academic and endeavor is to consider the use of

relationships. Recently, scholars have social performance. When school climate surveys (Minke & focused on the integration of cultural communicating with students Anderson, 2005). The use of school

responsiveness into schoolwide and families, focus on directly climate surveys can inform how

positive behavior support (SWPBS; praising what is going well and/ teachers decide the best ways to

Sugai, O'Keeffe, & Fallon, 2011; or use behavior specific approach the development of home

Vincent, Randall, Cartledge, Tobin, & language to objectively talk school connections. This concept may Swain-Bradway, 2011). Vincent et al. about a problem. If be extended to the development of

(2011) propose a conceptual communication centers on a student-teacher relationships by

Fall 2012 19




Figure 3 Action Plan to Build Positive Home-School Connections Based on the Framework and Examples Presented by Epstein (1995)

Plan to Build Positive Home-School Partnerships

Epstein's Type of Involvement

Examples of Involvement in Practice

Observable and Measurable Practice to Create This Specific

Type of Involvement in My Classroom

Parenting

Provide opportunities for parents to

learn about techniques used at school at

home. For example, use a class blog to

share positive behavior support practices in the classroom.

Communicating

Set-up a regular schedule of communication with parents around

positive student academic or social behavior For example, send a brief

positive monthly email to all families.

Volunteering

Create opportunities for parents to

volunteer across a variety of times and

activities. For example, if asking for volunteers to assist with student

writing, invite some parents to help in school with writing time while offering others the option to assist with final

product display by assembling class

writing books at home.

Learning at

Home

Send home interactive materials that

focus families on class content. For

example, ask students to collect a

natural artifact from a family nature

walk to share on earth day.

Decision

Making

Collaborate with parents to make decisions around the support of their students. For example, ask for parental

input on classroom policies such as

nightly reading. Collaborating

with

Community

Invite community into the classroom.

For example, ask local business owners

to partner in offering incentives for

appropriate behavior.

20 Beyond Behavior

Figure 3 Action Plan to Build Positive Home-School Connections Based on the Framework and Examples Presented by Epstein (1995)




developing and using a classroom secondary and tertiary tier practices based decision making to develop or

climate survey. Educators can borrow and systems. Fairbanks et al. access systems to support practices

from already published school demonstrate how a check-in and adopted. Effective teachers engage in

climate surveys, such as the Delaware check-out (CICO) intervention was reflective and proactive professional School Climate Survey for students used to support a small number of development to create a strong

(Bear, Gaskins, Blank, & Chen, 2011), students at the Tier 2 level. CICO foundation of positive classroom

which includes questions focusing on provided some students access to practices,

teacher-student relationships, or greater amounts of specific and

develop their own brief informal contingent positive reinforcement, tools. With respect to developing frequent adult attention, performance REFERENCES

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Epstein's framework for parental academic supports as needed. At Tier F. F. (2011). Delaware school climate

involvement provides a starting point 3, authors demonstrated the use of survey-student: Its factor, structure,

for teachers to think about actionable individualized functional behavioral concurrent validity, and reliability,

steps they can take to establish assessment (FBA) and behavior- Journal of School Psychology, 49,

positive relationships between home support plans (BSP). In collaboration 157-174.

and school. Figure 3 uses that with educators, they (a) conducted Becker, W. C. (2001). Teaching reading framework to help teachers think FBAs for individual students to and language to the disadvantaged—

about and develop an action plan that identify the context (antecedent and What we have learned from research,

incorporates all families. consequence events) in which Journal of Direct Instruction, 1, 31-52.

problem behaviors occurred and (b) Carnine, D. (1989). Designing practice

Organizing Supports for All developed individualized BSPs to activities. Journal of Learning Students in the Classroom prevent problem behavior and teach Disabilities, 22, 603-607.

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Thus far, we have described Taken together, a comprehensive Rtl mathematics for students with

effective, empirically supported approach can provide a continuum of learning disabilities. Journal of

strategies to deliver academic behavior-based practices and Learning Disabilities, 30,130-141.

instruction, manage classroom interventions to support all students. Conroy, M. A., Sutherland, K. S., Snyder,

behavior, and develop positive The same logic applies to academic A. L., & Marsh, S. (2008). Classwide

relationships with students and their instruction and may apply to interventions: Effective instruction

families. As stated, we conceptualize relationship building. makes a difference. TEACHING

effective teaching practices for all Exceptional Children, 40, 24-30.

students, including those with Final Thoughts Darch, C. B., & Kame'enui, E. J. (2004).

challenging behaviors, as the Instructional classroom management:

universal tier of strategies educators Establishing effective academic A proactive approach to behavior

can engage in to build positive instruction, effective classroom management. White Plains, NY:

classroom environments. Although management, and building Longman,

these practices are expected to be relationships can all be accomplished Epstein, J. L. (1995). School/family/ effective for most students, we with the application of observable and community partnerships: Caring for

acknowledge that these practices may measurable practices. How an the children we share. Phi Delta

not be effective for all. That is, some individual applies these practices will Kappan, 76, 701-712.

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more intensive supports to benefit effective teaching are omnipresent. (2008). Classwide secondary and

from academic, behavioral, and social Across academic instruction, tertiary tier practices and systems,

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For students who need additional relationship building, consistency, 42-52.

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the universal tier of classwide Teachers should strive to establish and Aaron, A., Hunter, F., & Sgmatto, A.

effective teaching practices, educators engage in a continuum of effective (2006). Competence enhancement

can implement effective Tier 2 and teaching practices to build strong behavior management. Preventing

Tier 3 practices across academic universal classwide systems across the School Failure, 50, 39-44.

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relationship building. For example, evidence-based practices are targeted Simonsen, B., & Hawkins, R. (2012). Fairbanks, Simonsen, and Sugai for inclusion within a classroom the Opportunities to respond: A key

(2008) provide an overview of work does not end. Teachers must component of effective instruction,

behaviorally focused classwide determine how they will utilize data- Beyond Behavior, 22(1), 23-31.

Fall 2012 21

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Beyond Behavior, 22(1), 23-31.




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strategies through consultation: intervention approach. Education And praise rates. Journal of Positive

Overview and case studies. Beyond Treatment Of Children, 34, 35-59. Behavior Interventions, 15, 5-15.

Behavior, 20, 4-12. Reinke, W. M., Lewis-Palmer, T., & Merrell, Sugai, G., O'Keeffe, B. V., & Fallon,

Minke, K. M., & Anderson, K. J. (2005). K. (2008). The classroom check-up: A L. M. (2011). A contextual

Family school collaboration and classwide teacher consultation model consideration of culture and

positive behavior support. Journal of for increasing praise and decreasing schoolwide positive behavior

Positive Behavior Interventions, 7, disruptive behavior. School Psychology support. Journal of Positive Behavior

181-185. Review, 37,315-332. Interventions, 14, 197-204.

Muscott, H. S., Szczesiul, S., Berk, B., Simonsen, B., Fairbanks, S., Briesch, A., Vincent, C. G., Randall, C., Cartledge, G.,

Staub, K., Hoover, J., & Perry- Myers, D., & Sugai, G. (2008). Tobin, T. J., & Swain-Bradway, J.

Chisholm, P. (2008). Creating home- Evidence-based practices in (2011). Toward a conceptual school partnerships by engaging classroom management: integration of cultural responsiveness

families in schoolwide positive Considerations for research to and schoolwide positive behavior

behavior supports. Teaching practice. Education and Treatment Of support. Journal of Positive Behavior

Exceptional Children, 40, 6-14. Children, 31, 351-380. Interventions, 13, 219-229.

22 Beyond Behavior

MacSuga, A. S., & Simonsen, B. (2011).

Increasing teachers' use of evidence

based classroom management

strategies through consultation:

Overview and case studies. Beyond

Behavior, 20, 4-12.

Minke, K. M., & Anderson, K. J. (2005).

Family school collaboration and

positive behavior support. Journal of

Positive Behavior Interventions, 7,

181-185.

Muscott, H. S., Szczesiul, S., Berk, B.,

Staub, K., Hoover, J., & Perry

Chisholm, P. (2008). Creating home

school partnerships by engaging

families in schoolwide positive

behavior supports. Teaching

Exceptional Children, 40, 6-14.

Myers, D. M., Simonsen, B.; & Sugai, G.

(2011). Increasing Teachers' Use of

praise with a response-to

intervention approach. Education And

Treatment Of Children, 34, 35-59.

Reinke, W. M., Lewis-Palmer, T., & Merrell,

K. (2008). The classroom check-up: A

classwide teacher consultation model

for increasing praise and decreasing

disruptive behavior. School Psychology

Review, 37, 315-332.

Simonsen, B., Fairbanks, S., Briesch, A.,

Myers, D., & Sugai, G. (2008). Evidence-based practices in

classroom management:

Considerations for research to

practice. Education and Treatment Of

Children, 31, 351-380.

Simonsen, B., MacSuga, A. S., Fallon,

L. M., & Sugai, G. (2012). Teacher

self-monitoring to increase specific

praise rates. Journal of Positive

Behavior Interventions, 15, 5-15.

Sugai, G., O'Keeffe, B. V., & Fallon,

L. M. (2011). A contextual

consideration of culture and

schoolwide positive behavior

support. Journal of Positive Behavior

Interventions, 14, 197-204.

Vincent, C. G., Randall, C., Cartledge, G.,

Tobin, T. J., & Swain-Bradway, J.

(2011). Toward a conceptual

integration of cultural responsiveness

and schoolwide positive behavior

support. Journal of Positive Behavior

Interventions, 13, 219-229.



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