Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors…

Moving evidence-based practices for classroom behavior management into real-world settings is a high priority for education and public health. This article describes the development and use of a model of training and support for the Good Behavior Game (GBG), one of the few preventive interventions shown to have positive outcomes for elementary…

Teachers and students in 54 elementary school classrooms (first, third, and fifth grades) participated in a multi-method longitudinal study of classroom social dynamics. At each of three assessments within a single school year, observers rated teacher-student interaction quality, students completed sociometric assessments and reported on their…

This study reports the results from a Swedish randomized controlled trial of a standardized behavior management intervention. The intervention targeted students with externalizing behavior in a regular education setting. First- and second-grade students (N = 100) from 38 schools were randomly assigned to either the intervention or an active…

The authors compared the characteristics of early elementary age students educated in either rural or suburban schools who were identified as showing soft signs of emotional or behavioral disorders according to systematic screening procedures. The authors followed 134 kindergarten, first grade, and second grade students identified by these…

This article reports on a randomized controlled trial of the First Step to Success early intervention that was conducted over a 4-year period in Albuquerque Public Schools. First Step is a selected intervention for students in Grades 1 through 3 with externalizing behavior problems, and it addresses secondary prevention goals and objectives. It…

Although there is literature supporting the effectiveness of tertiary behavioral supports, the majority of the studies have been conducted with single-subject designs. The Prevent-Teach-Reinforce (PTR) model is a standardized model of a school-based tertiary intervention. This study reports initial results from a randomized controlled trial to…

The present study assessed the ability of the Early Risers' Skills for Success Program to maintain program effects 1 year post intervention. Participants were 327 kindergarten and first-grade children who screened positive for aggressive behavior and who were randomized to program and control conditions. Program children participated in 2…