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Direct linkBriere, Donald E.; Simonsen, Brandi; Sugai, George; Myers, Diane – Journal of Positive Behavior Interventions, 2015
Specific praise is an empirically supported classroom management strategy associated with desired academic and behavioral student outcomes when implemented appropriately in classrooms. Unfortunately, new teachers often begin their careers without the background knowledge or support to implement this strategy effectively and consistently. We…
Descriptors: Beginning Teachers, Classroom Techniques, Positive Reinforcement, Mentors
Simonsen, Brandi; MacSuga-Gage, Ashley S.; Briere, Donald E.; Freeman, Jennifer; Myers, Diane; Scott, Terrance M.; Sugai, George – Journal of Positive Behavior Interventions, 2014
Many teachers enter the field without sufficient training in classroom management and continue to experience challenges throughout their careers. Therefore, school-based leaders need a multi-tiered support (MTS) framework to (a) provide training to all teachers in classroom management (Tier 1), (b) identify teachers who require additional…
Descriptors: Educational Practices, Classroom Techniques, Teacher Education, Inservice Teacher Education
Simonsen, Brandi; Eber, Lucille; Black, Anne C.; Sugai, George; Lewandowski, Holly; Sims, Barbara; Myers, Diane – Journal of Positive Behavior Interventions, 2012
More than 1,000 Illinois schools are implementing schoolwide positive behavior support (SWPBS) to enhance outcomes for students and staff. Consequently, Illinois established layered support structures to facilitate scaling up SWPBS. This paper describes the development of this infrastructure and presents the results of HLM analyses exploring the…
Descriptors: Student Behavior, Behavior Disorders, Academic Achievement, Mathematics Education
Simonsen, Brandi; Myers, Diane; Briere, Donald E., III – Journal of Positive Behavior Interventions, 2011
Students who continue to demonstrate at-risk behaviors after a school implements schoolwide primary (Tier 1) interventions require targeted-group secondary (Tier 2) interventions. This study was conducted to compare the effectiveness of a targeted-group behavioral check-in/check-out (CICO) intervention with the school's standard practice (SP) with…
Descriptors: Urban Schools, Middle School Students, Student Behavior, Behavior Problems
