Understanding and trumping behavioral concerns in the classroom

ABSTRACT

This article describes the critical need for behavioral supports to be implemented across all students. The current inflammatory social and political climate appears to be having a negative effect on student social behavior, something we call the “Trump Effect.” The authors advocate for specific ways educators can improve school climate and student behavior through increased beginning teacher training focused on understanding behavior (i.e., internalizing and externalizing behaviors) and the use of evidence-based behavior management strategies (e.g., reinforcement). Descriptions of classroom-level supports including information surrounding free/low-cost resources plus direction to additional resources for students in need of targeted or individualized interventions are provided.

KEYWORDS:

• Classroom management
• evidence-based practices
• externalizing behavior
• internalizing behavior
• teacher training

Additional information

Notes on contributors

Ashley S. MacSuga-Gage

Ashley S. MacSuga-Gage is an assistant clinical professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Her specific research interests include identifying and supporting teachers in the implementation of Class-Wide Positive Behavior Support (CWPBS) practices through the application of Multi-Tiered Systems of Support (MTSS) to professional development and the implementation, sustainability, and scale-up of SWPBIS efforts.

Robin P. Ennis

Shanna E. Hirsch is an assistant professor of Special Education in the Department of Education and Human Development. Her expertise centers on (a) supporting novice teachers learning to implement classroom-level positive behavior interventions and supports (PBIS), (b) developing classroom-level supports for students with or at risk for emotional behavioral disorders, and (c) teacher training on targeted behavioral supports (i.e., functional-assessment based interventions).

Shanna E. Hirsch

Robin Parks Ennis is an assistant professor of Special Education at the University of Alabama–Birmingham. Her research interests are in the areas of comprehensive, integrated three-tiered models of prevention (Ci3T), instructional strategies, and students with emotional or behavioral disorders.

Lauren Evanovich

Lauren Evanovich is a research assistant professor for the Florida Positive Behavioral Interventions and Supports (FLPBIS) Project at the University of South Florida. Her research interests include multi-tiered systems of support (MTSS), with focus on Tier 2 and Tier 3 academic and behavioral interventions; academic interventions for students with learning disabilities; schoolwide and juvenile justice facility-wide positive behavior interventions and supports (PBIS) implementation; and transition services and programs.