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Articles

Training Teachers to Give Effective Commands: Effects on Student Compliance and Academic Behaviors

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Pages 202-219 | Published online: 22 Dec 2019

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Sarah Wilkinson, Jennifer Freeman, Brandi Simonsen, Sandra Sears, Sang Gyu Byun, Xin Xu & Hao-Jan Luh. (2020) Professional development for classroom management: a review of the literature. Educational Research and Evaluation 26:3-4, pages 182-212.
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L. Van der Worp-van der Kamp, J. O. Bijstra, S. J. Pijl, W. J. Post & A. E. M. G. Minnaert. (2018) The amount of instruction provided by teachers versus the amount of instruction actually received by their students in special education. European Journal of Special Needs Education 33:4, pages 541-554.
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Clayton R. Cook, Mylien T. Duong, Kent McIntosh, Aria E. Fiat, Madeline Larson, Michael D. Pullmann & Jenna McGinnis. (2018) Addressing Discipline Disparities for Black Male Students: Linking Malleable Root Causes to Feasible and Effective Practices. School Psychology Review 47:2, pages 135-152.
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Kristin E. Harbour, Lauren L. Evanovich, Chris A. Sweigart & Lindsay E. Hughes. (2015) A Brief Review of Effective Teaching Practices That Maximize Student Engagement. Preventing School Failure: Alternative Education for Children and Youth 59:1, pages 5-13.
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Michael P. Mesa, Beth M. Phillips & Christopher J. Lonigan. (2023) Paraprofessionals' use of classroom management in a small‐group intervention. Psychology in the Schools 60:10, pages 3822-3839.
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Anak Agung Nareswari Tungga Dewi, Ida Ayu Made Istri Utami & Luh Gede Eka Wahyuni. (2023) The Effective Commands Used By The Teacher During English Teaching in Managing Students with Disruptive Behavior. International Journal of Language and Literature 6:1, pages 1-9.
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Xiaomei Ye, Qiran Wang & Yiming Pan. (2023) The impact of head teacher praise and criticism on adolescent non-cognitive skills: Evidence from China. Frontiers in Psychology 13.
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Alexandra Sturm & Connie Kasari. 2023. Handbook of School Mental Health. Handbook of School Mental Health 121 141 .
Marc J. Lanovaz, Tara L. Wheatley & Sarah M. Richling. 2023. Handbook of Applied Behavior Analysis. Handbook of Applied Behavior Analysis 931 945 .
Roderick D. O’Handley, Brad A. Dufrene & Joy Wimberly. (2021) Bug-in-the-Ear Training Increases Teachers’ Effective Instruction Delivery and Student Compliance. Journal of Behavioral Education 31:4, pages 771-795.
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Kathleen L. Ramsey, Stephanie D. Smith, Laura K. Hansen, Richard S. Mohn, Fayth C. Walbridge, Kimberly G. Barajas, Brandi M. Ellis & Brad A. Dufrene. (2021) Internalization of Behavior Management Skills among Teachers in a Specialized School Serving Students with Neurodevelopmental Disorders. Behavior Modification 46:4, pages 863-893.
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Adam J. Lekwa & Linda A. Reddy. (2021) Current status and future directions in assessment of paraprofessional practices. Psychology in the Schools 58:4, pages 648-668.
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Nisreen Daffa Allah Omer Hajedris. (2021) Effect of the Sudden Shift to E-Learning during COVID 19 Pandemic on Student Engagement. International Journal Of Pharmaceutical Research And Allied Sciences 10:4, pages 57-66.
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Sanna Higgen & Mike Mösko. (2021) Development and pilot evaluation of a universal intervention – Enhancing resilience in culturally and linguistically diverse primary school classrooms. International Journal of Educational Research 108, pages 101757.
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Adam J. Lekwa & Linda A. Reddy. 2020. The Cambridge Handbook of Applied School Psychology. The Cambridge Handbook of Applied School Psychology 120 137 .
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Emily E. Sobeck, Rachel Robertson & Jesse Smith. (2019) The Effects of Didactic Instruction and Performance Feedback on Paraeducator Implementation of Behavior Support Strategies in Inclusive Settings. The Journal of Special Education 53:4, pages 245-255.
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Kevin S. Sutherland, Maureen A. Conroy, Bryce D. McLeod, Rachel Kunemund & Kim McKnight. (2018) Common Practice Elements for Improving Social, Emotional, and Behavioral Outcomes of Young Elementary School Students. Journal of Emotional and Behavioral Disorders 27:2, pages 76-85.
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Kathryn M. Kestner, Stephanie M. Peterson, Rebecca R. Eldridge & Lloyd D. Peterson. (2018) Considerations of Baseline Classroom Conditions in Conducting Functional Behavior Assessments in School Settings. Behavior Analysis in Practice 12:2, pages 452-465.
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Antonis Katsiyannis, Jennifer Counts, Simone Adams & Robin Parks Ennis. (2019) Excessive Force and Students with Disabilities: Legal and Practice Considerations. Journal of Child and Family Studies 28:4, pages 885-893.
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Tara C. Moore, Daniel M. Maggin, Kelly M. Thompson, Jason R. Gordon, Stephanie Daniels & Lucinda E. Lang. (2018) Evidence Review for Teacher Praise to Improve Students’ Classroom Behavior. Journal of Positive Behavior Interventions 21:1, pages 3-18.
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Lauren W. Collins, Sara Cothren Cook, Chris A. Sweigart & Lauren L. Evanovich. (2018) Using Performance Feedback to Increase Special Education Teachers’ Use of Effective Practices. TEACHING Exceptional Children 51:2, pages 125-133.
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Julie Sarno Owens, Alex S. Holdaway, Jessica Smith, Steven W. Evans, Lina K. Himawan, Erika K. Coles, Erin Girio-Herrera, Clifton S. Mixon, Theresa E. Egan & Anne E. Dawson. (2017) Rates of Common Classroom Behavior Management Strategies and Their Associations With Challenging Student Behavior in Elementary School. Journal of Emotional and Behavioral Disorders 26:3, pages 156-169.
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Roderick D. O’Handley, Brad A. Dufrene & Heather Whipple. (2018) Tactile Prompting and Weekly Performance Feedback for Increasing Teachers’ Behavior-Specific Praise. Journal of Behavioral Education 27:3, pages 324-342.
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Desiree W. Murray, David L. Rabiner, Laura Kuhn, Yi Pan & Raha Forooz Sabet. (2018) Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school. Journal of School Psychology 67, pages 119-133.
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Catrinel Alice ŞtefanCatrinel Alice Ştefan. 2018. Social-Emotional Prevention Programs for Preschool Children's Behavior Problems. Social-Emotional Prevention Programs for Preschool Children's Behavior Problems 41 66 .
Kristy Park & Sarah Pinkelman. (2017) Function-Based Approach to Designing an Instructional Environment. Beyond Behavior 26:3, pages 124-134.
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Margaret T. Floress, Shelby L. Beschta, Kari L. Meyer & Wendy M. Reinke. (2017) Praise Research Trends and Future Directions: Characteristics and Teacher Training. Behavioral Disorders 43:1, pages 227-243.
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Terence M. Dovey, Rebecca Francis, Shevon Corbett & Bridget Dibb. (2017) Perception and use of reinforcement by special education teachers. Journal of Research in Special Educational Needs 17:4, pages 282-293.
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Susan M. Wilczynski, Allison Labrie, Ann Baloski, Amanda Kaake, Nick Marchi & Kimberly Zoder‐Martell. (2017) WEB‐BASED TEACHER TRAINING AND COACHING/FEEDBACK: A CASE STUDY. Psychology in the Schools 54:4, pages 433-445.
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Lidy van der Worp‐van der Kamp, Sip Jan Pijl, Wendy J. Post, Jan O. Bijstra & Els J. van den Bosch. (2015) Systematic academic instruction for students with EBD : the construction and use of a tool for teachers . Journal of Research in Special Educational Needs 17:1, pages 31-40.
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Zachary C. LaBrot, Jamie L. Pasqua, Brad A. Dufrene, Elizabeth Ann Brewer & Brian Goff. (2015) In situ Training for Increasing Head Start After-Care Teachers’ Use of Praise. Journal of Behavioral Education 25:1, pages 32-48.
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Keith C. Radley & Evan H. Dart. (2015) Antecedent Strategies to Promote Children’s and Adolescents’ Compliance with Adult Requests: A Review of the Literature. Clinical Child and Family Psychology Review 19:1, pages 39-54.
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Alexandra Hollo & Jason Chow. (2015) Communicative Functions of Problem Behavior for Students with High-Incidence Disabilities. Beyond Behavior 24:3, pages 23-30.
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Melissa Stormont, Wendy M. Reinke, Lori Newcomer, Dana Marchese & Carla Lewis. (2014) Coaching Teachers’ Use of Social Behavior Interventions to Improve Children’s Outcomes. Journal of Positive Behavior Interventions 17:2, pages 69-82.
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Faiza M. Jamil, Terri J. Sabol, Bridget K. Hamre & Robert C. Pianta. (2015) Assessing Teachers’ Skills in Detecting and Identifying Effective Interactions in the Classroom. The Elementary School Journal 115:3, pages 407-432.
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Stefanie Richard, Ilka Eichelberger, Manfred Döpfner & Charlotte Hanisch. (2015) Schulbasierte Interventionen bei ADHS und Aufmerksamkeitsproblemen: Ein Überblick. Zeitschrift für Pädagogische Psychologie 29:1, pages 5-18.
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Brad A. Dufrene, Lauren Lestremau & Kimberly Zoder‐Martell. (2014) DIRECT BEHAVIORAL CONSULTATION: EFFECTS ON TEACHERS’ PRAISE AND STUDENT DISRUPTIVE BEHAVIOR. Psychology in the Schools 51:6, pages 567-580.
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Mariah Ritz, Amity Noltemeyer, Darrel Davis & Jennifer Green. (2013) BEHAVIOR MANAGEMENT IN PRESCHOOL CLASSROOMS: INSIGHTS REVEALED THROUGH SYSTEMATIC OBSERVATION AND INTERVIEW. Psychology in the Schools 51:2, pages 181-197.
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Neelima G. Duncan, Brad A. Dufrene, Heather E. Sterling & Daniel H. Tingstrom. (2013) Promoting Teachers’ Generalization of Intervention Use Through Goal Setting and Performance Feedback. Journal of Behavioral Education 22:4, pages 325-347.
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Florence D. DiGennaro Reed & Sarah R. Jenkins. 2013. Handbook of Crisis Intervention and Developmental Disabilities. Handbook of Crisis Intervention and Developmental Disabilities 317 329 .
Daniela J. Owen, Amy M. S. Slep & Richard E. Heyman. (2012) The Effect of Praise, Positive Nonverbal Response, Reprimand, and Negative Nonverbal Response on Child Compliance: A Systematic Review. Clinical Child and Family Psychology Review 15:4, pages 364-385.
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Brad A. Dufrene, Kizzy Parker, Kathryn Menousek, Qi Zhou, Lauren Lestremau Harpole & D. Joe Olmi. (2012) Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery. Journal of Educational and Psychological Consultation 22:3, pages 159-186.
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Nancy Gaudreau, Égide Royer, Claire Beaumont & Éric Frenette. (2012) Gestion positive des situations de classe : un modèle de formation en cours d’emploi pour aider les enseignants du primaire à prévenir les comportements difficiles des élèves. Enfance en difficulté 1, pages 85-115.
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Gary L. Alderman & Susan K. Green. (2011) Social Powers and Effective Classroom Management. Intervention in School and Clinic 47:1, pages 39-44.
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Mojdeh Bayat. (2010) Clarifying Issues Regarding the Use of Praise With Young Children. Topics in Early Childhood Special Education 31:2, pages 121-128.
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Angela M. Christenson, Jeffrey A. Buchanan, Daniel Houlihan & Megan Wanzek. (2011) Command Use and Compliance in Staff Communication With Elderly Residents of Long-Term Care Facilities. Behavior Therapy 42:1, pages 47-58.
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Janine P. Stichter, Melissa Stormont & Timothy J. Lewis. (2008) Instructional practices and behavior during reading: A descriptive summary and comparison of practices in title one and non‐title elementary schools. Psychology in the Schools 46:2, pages 172-183.
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Dennis D. Embry & Anthony Biglan. (2008) Evidence-based Kernels: Fundamental Units of Behavioral Influence. Clinical Child and Family Psychology Review 11:3, pages 75-113.
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Laura L. Brock, Tracy K. Nishida, Cynthia Chiong, Kevin J. Grimm & Sara E. Rimm-Kaufman. (2008) Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach. Journal of School Psychology 46:2, pages 129-149.
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BRIE A. MOORE & LAUREN W. TOLLE. 2008. Evidence-Based Adjunctive Treatments. Evidence-Based Adjunctive Treatments 261 283 .
Lee Kern & Nathan H. Clemens. (2006) Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools 44:1, pages 65-75.
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