Professional development for classroom management: a review of the literature

References

• *Akalin, S., & Sucuoglu, B. (2015). Effects of classroom management intervention based on teacher training and performance feedback on outcomes of teacher-student dyads in inclusive classrooms. Educational Sciences: Theory & Practice, 15(3), 739–758. https://doi.org/10.12738/estp.2015.3.2543
   Google Scholar
• *Allday, R. A., Hinkson-Lee, K., Hudson, T., Neilsen-Gatti, S., Kleinke, A., & Russel, C. S. (2012). Training general educators to increase behaviour-specific praise: Effects on students with EBD. Behavioral Disorders, 37(2), 87–98. https://doi.org/10.1177/019874291203700203
   Web of Science ®Google Scholar
• Allen, C. T., & Forman, S. G. (1984). Efficacy of methods of training teachers in behavior modification. School Psychology Review, 13(1), 26–32. https://doi.org/10.1080/02796015.1984.12085076
   Google Scholar
• Barton, E. E., Lloyd, B. P., Spriggs, & Gast, D. L. (2018). Visual analysis of graphic data. In J. R. Ledford & D. L. Gast (Eds.), Single case research methodology: Applications in special education and behavioral sciences (3rd ed., pp. 179–214). Routledge.
   Google Scholar
• Begeny J. C., & Martens, B. K. (2006). Assessing pre-service teachers’ training in empirically validated behavioral instruction practices. School Psychology Quarterly, 21(3), 262–285. https://doi.org/10.1521/scpq.2006.21.3.262
   Web of Science ®Google Scholar
• Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303–333. https://doi.org/10.3102/0002831210380788
   Web of Science ®Google Scholar
• *Bradshaw, C. P., Pas, E. T., Bottiani, J. H., Debnam, K. J., Reinke, W. M., Herman, K. C., & Rosenberg, M. S. (2018). Promoting cultural responsivity and student engagement through double check coaching of classroom teachers: An efficacy study. School Psychology Review, 47(2), 118–134. https://doi.org/10.17105/SPR-2017-0119.V47-2
   Web of Science ®Google Scholar
• *Brady, M. P., Swank, P. R., Taylor, R. D., & Freinberg, H. J. (1988). Teacher-student interactions in middle school mainstreamed classes: Differences with special and regular education students. Journal of Educational Research, 81(6), 332–340. https://doi.org/10.1080/00220671.1988.10885845
   Web of Science ®Google Scholar
• *Briere, D. E., Simonsen, B., Sugai, G., & Myers, D. (2015). Increasing new teachers’ specific praise using a within-school consultation intervention. Journal of Positive Behavior Interventions, 17(1), 50–60. https://doi.org/10.1177/1098300713497098
   Web of Science ®Google Scholar
• *Caldarella, P., Williams, L., Hansen, B. D., & Wills, H. (2015). Managing student behavior with class-wide function-related intervention teams: An observational study in early elementary classrooms. Early Childhood Education Journal, 43(5), 357–365. https://doi.org/10.1007/s10643-014-0664-3
   Web of Science ®Google Scholar
• Cancio, E. J., Albrecht, S. F., & Johns, B. H. (2014). Combating the attrition of teachers of students with EBD: What can administrators do? Intervention in School and Clinic, 49(5), 306–312. https://doi.org/10.1177/1053451213513953
   Web of Science ®Google Scholar
• *Cappella, E., Hamre, B. K., Kim, H. Y., Henry, D. B., Frazier, S. L., Atkins, M. S., & Schoenwald, S. K. (2012). Teacher consultation and coaching within mental health practice: Classroom and child effects in urban elementary schools. Journal of Consulting and Clinical Psychology, 80(4), 597–610. https://doi.org/10.1037/a0027725
   PubMed Web of Science ®Google Scholar
• *Carmouche, M. L., Thompson, J. L., & Carter, L. S. (2018). Effects of professional development and videoconferencing on the increase of opportunities to respond and the on-task behavior of students with emotional behavior disorders. Journal of Information Technology Education: Research, 17, 127–157. https://doi.org/10.28945/4060
   Web of Science ®Google Scholar
• *Coffee, G., & Kratochwill, T. R. (2013). Examining teacher use of praise taught during behavioral consultation: Implementation and generalization considerations. Journal of Educational and Psychological Consultation, 23(1), 1–35. https://doi.org/10.1080/10474412.2013.757150
   Web of Science ®Google Scholar
• Cooper, J. T., & Scott, T. M. (2017). The keys to managing instruction and behavior: Considering high probability practices. Teacher Education and Special Education, 40(2), 102–113. https://doi.org/10.1177/0888406417700825
   Web of Science ®Google Scholar
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
   Google Scholar
• Darling-Hammond, L., & Rothman, R. (Eds.). (2011). Teacher and leader effectiveness in high-performing education systems. Alliance for Excellent Education and Stanford Center for Opportunity Policy in Education. https://mk0all4edorgjxiy8xf9.kinstacdn.com/wp-content/uploads/2013/06/TeacherLeaderEffectivenessReport.pdf
   Google Scholar
• *Djalil, A., & Anderson, L. W. (1989). The impact of a research-based teacher training program on Indonesian teachers, classrooms, and students. Teaching and Teacher Education, 5(3), 165–178. https://doi.org/10.1016/0742-051X(89)90001-2
   Web of Science ®Google Scholar
• Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education. National Academy Press. https://www.nap.edu/catalog/10128/minority-students-in-special-and-gifted-education
   Google Scholar
• *Duchaine, E. L., Jolivette, K., & Fredrick, L. D. (2011). The effect of teacher coaching with performance feedback on behavior-specific praise in inclusion classrooms. Education and Treatment of Children, 34(2), 209–227. https://doi.org/10.1353/etc.2011.0009
   Google Scholar
• *Dufrene, B. A., Lestremau, L., & Zoder-Martell, K. (2014). Direct behavioral consultation: Effects on teachers’ praise and student disruptive behavior. Psychology in the Schools, 51(6), 567–580. https://doi.org/10.1002/pits.21768
   Web of Science ®Google Scholar
• *Evertson, C. M. (1985). Training teachers in classroom management: An experimental study in secondary school classrooms. The Journal of Educational Research, 79(1), 51–58. https://doi.org/10.1080/00220671.1985.10885648
   Web of Science ®Google Scholar
• *Evertson, C. M. (1989). Improving elementary classroom management: A school-based training program for beginning the year. The Journal of Educational Research, 83(2), 82–90. https://doi.org/10.1080/00220671.1989.10885935
   Web of Science ®Google Scholar
• *Fabiano, G. A., Reddy, L. A., & Dudek, C. M. (2018). Teacher coaching supported by formative assessment for improving classroom practices. School Psychology Quarterly, 33(2), 293–304. https://doi.org/10.1037/spq0000223
   PubMed Web of Science ®Google Scholar
• *Ferguson, E., & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter’s Assertive Discipline programme, on children’s on-task behaviour. Educational Studies, 18(1), 83–93. https://doi.org/10.1080/0305569920180108
   Web of Science ®Google Scholar
• *Fernandez, M. A., Adelstein, J. S., Miller, S. P., Areizaga, M. J., Gold, D. C., Sanchez, A. L., Rothschild, S. A., Hirsch, E., & Gudiño, O. G. (2015). Teacher-child interaction training: A pilot study with random assignment. Behavior Therapy, 46(4), 463–477. https://doi.org/10.1016/j.beth.2015.02.002
   PubMed Web of Science ®Google Scholar
• Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature (FMHI Publication No. 231). Louis de la Parte Florida Mental Health Institute, University of South Florida, The National Implementation Research Network. https://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/NIRN-MonographFull-01-2005.pdf
   Google Scholar
• Flannery, K. B., Sugai, G., & Anderson, C. M. (2009). School-wide positive behavior support in high school. Journal of Positive Behavior Interventions, 11(3), 177–185. https://doi.org/10.1177/1098300708316257
   Web of Science ®Google Scholar
• Flower, A., McKenna, J. W., & Haring, C. D. (2017). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163–169. https://doi.org/10.1080/1045988X.2016.1231109
   Web of Science ®Google Scholar
• *Forster, M., Sundell, K., Morris, R. J., Karlberg, M., & Melin, L. (2012). A randomized controlled trial of a standardized behavior management intervention for students with externalizing behavior. Journal of Emotional and Behavioral Disorders, 20(3), 169–183. https://doi.org/10.1177/1063426610387431
   Web of Science ®Google Scholar
• *Freeman, J., Kowitt, J., Simonsen, B., Wei, Y., Dooley, K., Gordon, L., & Maddock, E. (2018). A high school replication of targeted professional development for classroom management. Remedial and Special Education, 39(3), 144–157. https://doi.org/10.1177/0741932517719547
   Web of Science ®Google Scholar
• Freeman, J., Simonsen, B., Briere, D. E., MacSuga-Gage, A. S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37(2), 106–120. https://doi.org/10.1177/0888406413507002
   Web of Science ®Google Scholar
• Freeman, J., Simonsen, B., Goodman, S., Mitchell, B., George, H., Swain-Bradway, J., Lane, K., Sprague, J., & Putnam, B. (2017). PBIS technical brief on systems to support teachers’ implementation of positive classroom behavior support. PBIS Center. https://www.pbis.org/resource/pbis-technical-brief-on-systems-to-support-teachers-implementation-of-positive-classroom-behavior-support
   Google Scholar
• Freeman, J., Sugai, G., Simonsen, B., & Everett, S. (2017). MTSS coaching: Bridging knowing to doing. Theory into Practice, 56(1), 29–37. https://doi.org/10.1080/00405841.2016.1241946
   Web of Science ®Google Scholar
• *Freiberg, H. J., Brady, M. P., Swank, P. R., & Taylor, R. D. (1989). Middle school interaction study of mainstreamed students. Journal of Classroom Interaction, 24(2), 31–42.
   Google Scholar
• *Gage, N. A., Grasley-Boy, N. M., & MacSuga-Gage, A. S. (2018). Professional development to increase teacher behavior-specific praise: A single-case design replication. Psychology in the Schools, 55(3), 264–277. https://doi.org/10.1002/pits.22106
   Web of Science ®Google Scholar
• *Gage, N. A., MacSuga-Gage, A. S., & Crews, E. (2017). Increasing teachers’ use of behavior-specific praise using a multitiered system for professional development. Journal of Positive Behavior Interventions, 19(4), 239–251. https://doi.org/10.1177/1098300717693568
   Web of Science ®Google Scholar
• George, M. W., Zaheer, I., Kern, L., & Evans, S. W. (2018). Mental health service use among adolescents experiencing emotional/behavioral problems and school impairment. Journal of Emotional and Behavioral Disorders, 26(2), 119–128. https://doi.org/10.1177/1063426617710240
   Web of Science ®Google Scholar
• Grasley-Boy, N., Gage, N. A., & MacSuga-Gage, A. S. (2019). Multitiered support for classroom management professional development. Beyond Behavior, 28(1), 5–12. https://doi.org/10.1177/1074295618798028
   Web of Science ®Google Scholar
• Grasley-Boy, N. M., Gage, N. A., Reichow, B., MacSuga-Gage, A. S., & Lane, H. (2021). A conceptual replication of targeted professional development to increase teachers’ behavior-specific praise. School Psychology Review. Advance online publication. https://doi.org/10.1080/2372966X.2020.1853486
   Google Scholar
• *Gregory, A., Hafen, C. A., Ruzek, E., Mikami, A. Y., Allen, J. P., & Pianta, R. C. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review, 45(2), 171–191. https://doi.org/10.17105/SPR45-2.171-191
   PubMed Web of Science ®Google Scholar
• Harrell, P., Leavell, A., van Tassell, F., & McKee, K. (2004). No teacher left behind: Results of a five-year study of teacher attrition. Action in Teacher Education, 26(2), 47–59. https://doi.org/10.1080/01626620.2004.10463323
   Google Scholar
• *Hawkins, S. M., & Heflin, L. (2011). Increasing secondary teachers’ behavior-specific praise using a video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions, 13(2), 97–108. https://doi.org/10.1177/1098300709358110
   Web of Science ®Google Scholar
• *Hickey, G., McGilloway, S., Hyland, L., Leckey, Y., Kelly, P., Bywater, T., Comiskey, C., Lodge, A., Donnelly, M., & O’Neill, D. (2017). Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis. Journal of Early Childhood Research, 15(2), 174–194. https://doi.org/10.1177/1476718X15579747
   Web of Science ®Google Scholar
• Hill, D. A., & Flores, M. M. (2014). Modeling positive behavior interventions and supports for preservice teachers. Journal of Positive Behavior Interventions, 16(2), 93–101. https://doi.org/10.1177/1098300713478665
   Web of Science ®Google Scholar
• *Hopman, J. A. B., van Lier, P. A. C., van der Ende, J., Struiksma, C., Wubbels, T., Verhulst, F. C., Maras, A., Breeman, L. D., & Tick, N. T. (2018). Impact of the Good Behavior Game on special education teachers. Teachers and Teaching: Theory and Practice, 24(4), 350–368. https://doi.org/10.1080/13540602.2017.1379389
   Web of Science ®Google Scholar
• *Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133–144. https://doi.org/10.1177/1098300709332067
   Web of Science ®Google Scholar
• *Hutchings, J., Martin-Forbes, P., Daley, D., & Williams, M. (2013). A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems. Journal of School Psychology, 51(5), 571–585. https://doi.org/10.1016/j.jsp.2013.08.001
   PubMed Web of Science ®Google Scholar
• Ingersoll, R., Merrill, L., & May, H. (2012). Retaining teachers: How preparation matters. Educational Leadership, 69(8), 30–34. http://www.ascd.org/publications/educational-leadership/may12/vol69/num08/abstract.aspx
   Web of Science ®Google Scholar
• Ingersoll, R., Merrill, L., & May, H. (2014). What are the effects of teacher education and preparation on beginning teacher attrition? (Research Report No. RR-82). Consortium for Policy Research in Education.
   Google Scholar
• *Johnson, S. R., Pas, E. T., Bradshaw, C. P., & Ialongo, N. S. (2018). Promoting teachers’ implementation of classroom-based prevention programming through coaching: The mediating role of the coach–teacher relationship. Administration and Policy in Mental Health and Mental Health Services Research, 45(3), 404–416. https://doi.org/10.1007/s10488-017-0832-z
   PubMed Web of Science ®Google Scholar
• *Jones, H. A., & Chronis-Tuscano, A. (2008). Efficacy of teacher in-service training for attention-deficit/hyperactivity disorder. Psychology in the Schools, 45(10), 918–929. https://doi.org/10.1002/pits.20342
   Web of Science ®Google Scholar
• *Jones, K. M., Wickstrom, K. F., & Friman, P. C. (1997). The effects of observational feedback on treatment integrity in school-based behavioral consultation. School Psychology Quarterly, 12(4), 316–326. https://doi.org/10.1037/h0088965
   Web of Science ®Google Scholar
• Joyce, B., & Showers, B. (2003). Student achievement through staff development. National College for School Leadership. https://www.unrwa.org/sites/default/files/joyce_and_showers_coaching_as_cpd.pdf
   Google Scholar
• *Kamps, D., Wills, H., Dawson-Bannister, H., Heitzman-Powell, L., Kottwitz, E., Hansen, B., & Fleming, K. (2015). Class-wide function-related intervention teams “CW-FIT” efficacy trial outcomes. Journal of Positive Behavior Interventions, 17(3), 134–145. https://doi.org/10.1177/1098300714565244
   PubMed Web of Science ®Google Scholar
• *Karsh, K. G., & Repp, A. C. (1992). The Task Demonstration Model: A concurrent model for teaching groups of students with severe or moderate retardation. Exceptional Children, 59(1), 54–67. https://doi.org/10.1177/001440299205900106
   PubMed Web of Science ®Google Scholar
• Kauffman, J. M., & Brigham, F. J. (2009). Working with troubled children. Full Court Press.
   Google Scholar
• Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings (2nd ed.). Oxford University Press.
   Google Scholar
• Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongo, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10(2), 165–185. https://doi.org/10.1017/S0954579498001564
   PubMed Web of Science ®Google Scholar
• *Kennedy, M. J., Hirsch, S. E., Rodgers, W. J., Bruce, A., & Lloyd, J. W. (2017). Supporting high school teachers’ implementation of evidence-based classroom management practices. Teaching and Teacher Education, 63, 47–57. https://doi.org/10.1016/j.tate.2016.12.009
   Web of Science ®Google Scholar
• Kern, L., Evans, S. W., Lewis, T. J., State, T. M., Weist, M. D., & Wills, H. P. (2015). CARS comprehensive intervention for secondary students with emotional and behavioral problems: Conceptualization and development. Journal of Emotional and Behavioral Disorders, 23(4), 195–205. https://doi.org/10.1177/1063426615578173
   Web of Science ®Google Scholar
• *Kleinert, W. L., Silva, M. R., Codding, R. S., Feinberg, A. B., & St. James, P. S. (2017). Enhancing classroom management using the classroom check-up consultation model with in-vivo coaching and goal setting components. School Psychology Forum, 11(1), 5–19.
   Google Scholar
• *Knowles, C., Massar, M., Raulston, T. J., & Machalicek, W. (2017). Telehealth consultation in a self-contained classroom for behavior: A pilot study. Preventing School Failure: Alternative Education for Children and Youth, 61(1), 28–38. https://doi.org/10.1080/1045988X.2016.1167012
   Google Scholar
• Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional and motivational outcomes. Review of Educational Research, 86(3), 643–680. https://doi.org/10.3102/0034654315626799
   Web of Science ®Google Scholar
• *Kraft, M. A., & Blazar, D. (2017). Individualized coaching to improve teacher practice across grades and subjects: New experimental evidence. Educational Policy, 31(7), 1033–1068. https://doi.org/10.1177/0895904816631099
   Web of Science ®Google Scholar
• Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. What Works Clearinghouse. https://files.eric.ed.gov/fulltext/ED510743.pdf
   Google Scholar
• LaBrot, Z. C., Dufrene, B. A., Whipple, H., McCargo, M., & Pasqua, J. L. (2020). Targeted and intensive consultation for increasing Head Start and elementary teachers’ behavior-specific praise. Journal of Behavioral Education, 29(4), 717–740. https://doi.org/10.1007/s10864-019-09342-9
   Web of Science ®Google Scholar
• *Langone, J., Koorland, M. A., & Oseroff, A. (1987). Producing changes in the instructional behavior of teachers of the mentally handicapped through inservice education. Education and Treatment of Children, 10(2), 146–164.
   Google Scholar
• *Lannie, A. L., & McCurdy, B. L. (2007). Preventing disruptive behavior in the urban classroom: Effects of the Good Behavior Game on student and teacher behavior. Education and Treatment of Children, 30(1), 85–98. https://doi.org/10.1353/etc.2007.0002
   Google Scholar
• *Leach, D. J., & Conto, H. (1999). The additional effects of process and outcome feedback following brief in-service teacher training. Educational Psychology, 19(4), 441–462. https://doi.org/10.1080/0144341990190405
   Google Scholar
• *Leflot, G., van Lier, P. A. C., Onghena, P., & Colpin, H. (2010). The role of teacher behavior management in the development of disruptive behaviors: An intervention study with the Good Behavior Game. Journal of Abnormal Child Psychology, 38(6), 869–882. https://doi.org/10.1007/s10802-010-9411-4
   PubMed Web of Science ®Google Scholar
• Massar, M. M., & Horner, R. H. (2016). Descriptive analysis of mechanisms affecting coaching in implementation of evidence-based practices. Wing Institute.
   Google Scholar
• *Matheson, A. S., & Shriver, M. D. (2005). Training teachers to give effective commands: Effects on student compliance and academic behaviors. School Psychology Review, 34(2), 202–219. https://doi.org/10.1080/02796015.2005.12086283
   Web of Science ®Google Scholar
• *McBrien, J. A., & Edmonds, M. (1985). Evaluation of an E.D.Y. training course in behavioural techniques for staff working with severely mentally handicapped children. Behavioural and Cognitive Psychotherapy, 13(3), 202–217. https://doi.org/10.1017/S014134730001106X
   Google Scholar
• McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8(3), 146–154. https://doi.org/10.1177/10983007060080030301
   Web of Science ®Google Scholar
• *Merrett, F., & Wheldall, K. (1990). Does BATPACK training of teachers lead to higher pupil productivity? Educational and Child Psychology, 7(1), 31–43.
   Google Scholar
• *Metropolitan Area Child Study Research Group, & Gorman-Smith, D. (2003). Effects of teacher training and consultation on teacher behavior toward students at high risk for aggression. Behavior Therapy, 34(4), 437–452. https://doi.org/10.1016/S0005-7894(03)80029-1
   Web of Science ®Google Scholar
• *Motoca, L. M., Farmer, T. W., Hamm, J. V., Byun, S., Lee, D. L., Brooks, D. S., Rucker, N., & Moohr, M. M. (2014). Directed consultation, the SEALS model, and teachers’ classroom management. Journal of Emotional and Behavioral Disorders, 22(2), 119–129. https://doi.org/10.1177/1063426614521299
   Google Scholar
• *Mrachko, A. A., Kostewicz, D. E., & Martin, W. P. (2017). Increasing positive and decreasing negative teacher responses to student behavior through training and feedback. Behavior Analysis: Research and Practice, 17(3), 250–265. https://doi.org/10.1037/bar0000082
   Google Scholar
• *Murray, D. W., Rabiner, D. L., Kuhn, L., Pan, Y., & Sabet, R. F. (2018). Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school. Journal of School Psychology, 67, 119–133. https://doi.org/10.1016/j.jsp.2017.10.004
   PubMed Web of Science ®Google Scholar
• *Myers, D. M., Simonsen, B., & Sugai, G. (2011). Increasing teachers’ use of praise with a response-to-intervention approach. Education & Treatment of Children, 34(1), 35–59. https://doi.org/10.1353/etc.2011.0004
   Google Scholar
• Neufeld, B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity. Annenberg Institute. https://www.annenberginstitute.org/sites/default/files/Coaching%20%281%29.pdf
   Google Scholar
• Nishimura, T. (2014). Effective professional development of teachers: A guide to actualizing inclusive schooling. International Journal of Whole Schooling, 10(1), 19–42. https://files.eric.ed.gov/fulltext/EJ1016781.pdf
   Google Scholar
• *O’Handley, R. D., Dufrene, B. A., & Whipple, H. (2018). Tactile prompting and weekly performance feedback for increasing teachers’ behavior-specific praise. Journal of Behavioral Education, 27(3), 324–342. https://doi.org/10.1007/s10864-017-9283-6
   Web of Science ®Google Scholar
• Oliver, R. M., & Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development. National Comprehensive Center for Teacher Quality. https://files.eric.ed.gov/fulltext/ED543769.pdf
   Google Scholar
• *Owens, J. S., Coles, E. K., Evans, S. W., Himawan, L. K., Girio-Herrera, E., Holdaway, A. S., Zoromski, A. K., Schambert, T., & Schulte, A. C. (2017). Using multi-component consultation to increase the integrity with which teachers implement behavioral classroom interventions: A pilot study. School Mental Health, 9(3), 218–234. https://doi.org/10.1007/s12310-017-9217-4
   Web of Science ®Google Scholar
• Owens, J. S., Holdaway, A. S., Smith, J., Evans, S. W., Himawan, L. K., Coles, E. K., Girio-Herrera, E. Mixon, C. S., Egan, T. E., & Dawson, A. E. (2018). 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), 156–169. https://doi.org/10.1177/1063426617712501
   Web of Science ®Google Scholar
• *Pinter, E. B., East, A., & Thrush, N. (2015). Effects of a video-feedback intervention on teachers’ use of praise. Education and Treatment of Children, 38(4), 451–472. https://doi.org/10.1353/etc.2015.0028
   Web of Science ®Google Scholar
• *Pisacreta, J., Tincani, M., Connell, J. E., & Axelrod, S. (2011). Increasing teachers’ use of a 1:1 praise-to-behavior correction ratio to decrease student disruption in general education classrooms. Behavioral Interventions, 26(4), 243–260. https://doi.org/10.1002/bin.341
   Web of Science ®Google Scholar
• *Piwowar, V., Thiel, F., & Ophardt, D. (2013). Training inservice teachers’ competencies in classroom management. A quasi-experimental study with teachers of secondary schools. Teaching and Teacher Education, 30, 1–12. https://doi.org/10.1016/j.tate.2012.09.007
   Web of Science ®Google Scholar
• Reddy, L. A., Lekwa, A., & Shernoff, E. (2021). Comparison of the effects of coaching for general and special education teachers in high-poverty urban elementary schools. Journal of Learning Disabilities, 54(1), 36–53. https://doi.org/10.1177/0022219420970194
   PubMed Web of Science ®Google Scholar
• *Reinke, W. M., Herman, K. C., Darney, D., Pitchford, J., Becker, K., Domitrovich, C., & Ialongo, N. (2012). Using the Classroom Check-Up model to support implementation of paths to PATHS to PAX. Advances in School Mental Health Promotion, 5(3), 220–232. https://doi.org/10.1080/1754730X.2012.707441
   Google Scholar
• *Reinke, W. M., Lewis-Palmer, T., & Martin, E. (2007). The effect of visual performance feedback on teacher use of behavior-specific praise. Behavior Modification, 31(3), 247–263. https://doi.org/10.1177/0145445506288967
   PubMed Web of Science ®Google Scholar
• *Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The Classroom Check-up: A class wide teacher consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37(3), 315–332. https://doi.org/10.1080/02796015.2008.12087879
   PubMed Web of Science ®Google Scholar
• *Reinke, W. M., Stormont, M., Herman, K. C., Wang, Z., Newcomer, L., & King, K. (2014). Use of coaching and behavior support planning for students with disruptive behavior within a universal classroom management program. Journal of Emotional and Behavioral Disorders, 22(2), 74–82. https://doi.org/10.1177/1063426613519820
   Web of Science ®Google Scholar
• *Roelofs, E., Veenman, S., & Raemaekers, J. (1994). Improving instruction and classroom management behaviour in mixed-age classrooms: Results of two improvement studies. Educational Studies, 20(1), 105–126. https://doi.org/10.1080/0305569940200108
   Web of Science ®Google Scholar
• Sadler, C., & Sugai, G. (2009). Effective behavior and instructional support: A district model for early identification and prevention of reading and behavior problems. Journal of Positive Behavior Interventions, 11(1), 35–46. https://doi.org/10.1177/1098300708322444
   Web of Science ®Google Scholar
• Sanford, A. K., & Horner, R. H. (2013). Effects of matching instruction difficulty to reading level for students with escape-maintained problem behavior. Journal of Positive Behavior Interventions, 15(2), 79–89. https://doi.org/10.1177/1098300712449868
   Web of Science ®Google Scholar
• Scott, T. M., Hirn, R. G., & Barber, H. (2012). Affective disproportional outcomes by ethnicity and grade level: Using discipline data to guide practice in high school. Preventing School Failure: Alternative Education for Children and Youth, 56(2), 110–120. https://doi.org/10.1080/1045988X.2011.592168
   Google Scholar
• 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(3), 351–380. https://www.jstor.org/stable/42899983
   Google Scholar
• *Simonsen, B., Freeman, J., Dooley, K., Maddock, E., Kern, L., & Myers, D. (2017). Effects of targeted professional development on teachers’ specific praise rates. Journal of Positive Behavior Interventions, 19(1), 37–47. https://doi.org/10.1177/1098300716637192
   Web of Science ®Google Scholar
• Simonsen, B., Freeman, J., Myers, D., Dooley, K., Maddock, E., Kern, L., & Byun, S. (2020). The effects of targeted professional development on teachers’ use of empirically supported classroom management practices. Journal of Positive Behavior Interventions, 22(1), 3–14. https://doi.org/10.1177/1098300719859615
   Web of Science ®Google Scholar
• Simonsen, B., MacSuga-Gage, A. S., Briere, D. E., Freeman, J., Myers, D., Scott, T. M., & Sugai, G. (2014). Multitiered support framework for teachers’ classroom management practices: Overview and case study of building the triangle for teachers. Journal of Positive Behavior Interventions, 16(3), 179–190. https://doi.org/10.1177/1098300713484062
   Web of Science ®Google Scholar
• *Simonsen, B., MacSuga, A. S., Fallon, L. M., & Sugai, G. (2013). The effects of self-monitoring on teachers’ use of specific praise. Journal of Positive Behavior Interventions, 15(1), 5–15. https://doi.org/10.1177/1098300712440453
   Web of Science ®Google Scholar
• *Simonsen, B., Myers, D., & DeLuca, C. (2010). Teaching teachers to use prompts, opportunities to respond, and specific praise. Teacher Education and Special Education, 33(4), 300–318. https://doi.org/10.1177/0888406409359905
   Google Scholar
• Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Education Research Journal, 41(3), 681–714. https://doi.org/10.3102/00028312041003681
   Web of Science ®Google Scholar
• *Sprague, J., & Perkins, K. (2009). Direct and collateral effects of the First Step to Success program. Journal of Positive Behavior Interventions, 11(4), 208–221. https://doi.org/10.1177/1098300708330935
   Web of Science ®Google Scholar
• State, T. M., Simonsen, B., Hirn, R. G., & Wills, H. (2019). Bridging the research-to-practice gap through effective professional development for teachers working with students with emotional and behavioral disorders. Behavioral Disorders, 44(2), 107–116. https://doi.org/10.1177/0198742918816447
   Web of Science ®Google Scholar
• *Stoiber, K. C., & Gettinger, M. (2011). Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children. Psychology in the Schools, 48(7), 686–706. https://doi.org/10.1002/pits.20587
   Web of Science ®Google Scholar
• Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355. https://doi.org/10.1177/0022487111404241
   Web of Science ®Google Scholar
• Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional and behavioral disorders. The Journal of Special Education, 41(4), 223–233. https://doi.org/10.1177/0022466907310372
   Web of Science ®Google Scholar
• Sutherland, K. S., & Oswald, D. P. (2005). The relationship between teacher and student behavior in classrooms for students with emotional and behavioral disorders: Transactional processes. Journal of Child and Family Studies, 14(1), 1–14. https://doi.org/10.1007/s10826-005-1106-z
   Google Scholar
• *Sutherland, K. S., Wehby, J. H. (2001). The effect of self-evaluation on teaching behavior in classrooms for students with emotional and behavioral disorders. The Journal of Special Education, 35(3), 161–171. https://doi.org/10.1177/002246690103500306
   Web of Science ®Google Scholar
• *Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2–8. https://doi.org/10.1177/106342660000800101
   Web of Science ®Google Scholar
• *Thompson, M., Marchant, M., Anderson, D., Prater, M., & Gibb, G. (2012). Effects of tiered training on general educators’ use of specific praise. Education and Treatment of Children, 35(4), 521–546. https://doi.org/10.1353/etc.2012.0032
   Web of Science ®Google Scholar
• Torres, A. S. (2012). “Hello, goodbye”: Exploring the phenomenon of leaving teaching early. Journal of Educational Change, 13(1), 117–154. https://doi.org/10.1007/s10833-011-9172-z
   Google Scholar
• U.S. Bureau of Labor Statistics. (n.d.). Economic news release: Table A-4. Employment status of the civilian population 25 years and over by educational attainment. Retrieved August 14, 2019, from https://www.bls.gov/news.release/empsit.t04.htm/
   Google Scholar
• U.S. Department of Education. (2017). 39th annual report to Congress on the implementation of the Individuals with Disabilities Education Act. https://www2.ed.gov/about/reports/annual/osep/2017/parts-b-c/39th-arc-for-idea.pdf
   Google Scholar
• *Veenman, S., Lem, P., & Roelofs, E. (1989). Training teachers in mixed-age classrooms: Effects of a staff development programme. Educational Studies, 15(2), 165–180. https://doi.org/10.1080/0305569890150207
   Web of Science ®Google Scholar
• Wagner, M., Friend, M., Bursuck, W. D., Kutash, K., Duchnowski, A. J., Sumi, W. C., & Epstein, M. H. (2006). Educating students with emotional disturbances: A national perspective on school programs and services. Journal of Emotional and Behavioral Disorders, 14(1), 12–30. https://doi.org/10.1177/10634266060140010201
   Web of Science ®Google Scholar
• *Wahl, E., Hawkins, R. O., Haydon, T., Marsicano, R., & Morrison, J. Q. (2016). Comparing versions of the Good Behavior Game: Can a positive spin enhance effectiveness? Behavior Modification, 40(4), 493–517. https://doi.org/10.1177/0145445516644220
   PubMed Web of Science ®Google Scholar
• Wanzek, J., Al Otaiba, S., & Petscher, Y. (2014). Oral reading fluency development for children with emotional disturbance or learning disabilities. Exceptional Children, 80(2), 187–204. https://doi.org/10.1177/001440291408000204
   Web of Science ®Google Scholar
• *Webster-Stratton, C., Reid, M. J., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: Evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools. Journal of Child Psychology and Psychiatry, 49(5), 471–488. https://doi.org/10.1111/j.1469-7610.2007.01861.x
   PubMed Web of Science ®Google Scholar
• Wei, R. C., Darling-Hammond, L., & Adamson, F. (2010). Professional development in the United States: Trends and challenges. National Staff Development Council. https://learningforward.org/wp-content/uploads/2017/08/status-of-professional-learning-phase-2-technical-report.pdf
   Google Scholar
• Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the U.S. and abroad. National Staff Development Council. https://edpolicy.stanford.edu/sites/default/files/publications/professional-learning-learning-profession-status-report-teacher-development-us-and-abroad.pdf
   Google Scholar
• What Works Clearinghouse. (2017). What Works Clearinghouse standards handbook, Version 4.0. U. S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/wwc/handbooks
   Google Scholar
• *Wheldall, K., Merrett, F. E., & Borg, M. (1985). The behavioural approach to teaching package (BATPACK): An experimental evaluation. British Journal of Educational Psychology, 55(1), 65–75. https://doi.org/10.1111/j.2044-8279.1985.tb02608.x
   Google Scholar
• *Wills, H. P., Kamps, D., Fleming, K., & Hansen, B. (2016). Student and teacher outcomes of the class-wide function-related intervention team efficacy trial. Exceptional Children, 83(1), 58–76. https://doi.org/10.1177/0014402916658658
   Web of Science ®Google Scholar
• *Wood, S., Hodges, C., & Aljunied, M. (1996). The effectiveness of assertive discipline training: Look before you leap off this wagon. Educational Psychology in Practice, 12(3), 175–181. https://doi.org/10.1080/0266736960120307
   Google Scholar
• Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033_sum.pdf
   Google Scholar
• *Zentall, S. S., & Javorsky, J. (2007). Professional development for teachers of students with ADHD and characteristics of ADHD. Behavioral Disorders, 32(2), 78–93. https://doi.org/10.1177/019874290703200202
   Web of Science ®Google Scholar