Sarah Wilkinson

Because research has shown that strong academic instruction also supports classroom behavior, this meta-analysis examined the empirical evidence supporting the use of instructional choice as a classroom management strategy. We aimed to describe the characteristics of the literature base, calculate the average effect of instructional choice on classroom behavior, and identify the variables that contributed to heterogeneity within findings. We searched for published and gray literature across seven databases. Studies eligible for inclusion (a) took place in grades K-12 educational settings, (b) used instructional choice as the primary intervention, (c) measured student behavioral outcomes, and (d) were conducted using a single-case research design. The analysis includes 34 studies, including 89 individual students and 170 cases. We found instructional choice significantly increased desired classroom behaviors (log response ratio [ LRR ] = .186, 95% confidence interval [CI] = [.042, .330]), but did not significantly decrease challenging behaviors ( LRR = −.468, 95% CI = [−1.1, .163]). Moderator analyses indicated instructional choice is associated with significantly larger increases in behavior for secondary students and when preference assessments are not given. Primary limitations included unexplained heterogeneity and evolving procedures for conducting single-case meta-analyses. Implications for research and practice are discussed.

The purpose of this study was to expand the praise literature by examining K–12 teachers’ preferences for praise and whether their acceptability for praise as a behavior management tool declines as grade level increases. Teacher acceptability and preferences for praise and reprimand were collected through the Teacher Praise and Reprimand Preference Survey (TPRPS), which is a survey adapted from the previously existing Adolescent Preference for Praise Survey (APPS). One hundred forty teachers from rural, suburban, and urban school districts in the U.S. completed the TPRPS survey. Results showed that as grade level increased, teachers reported praising students less frequently for academic work and appropriate behavior. Significant differences were found between elementary and secondary teachers’ preferences for praising students’ work and behavior. Compared with high school teachers, elementary teachers preferred to praise students out loud for doing their work, and elementary and middle school teachers preferred to reward students (out loud and quietly) with points, tickets, or token economies for work. This study provides insight into teachers’ acceptability and preferences for praise and reprimand, and results may help consultants support teacher praise, especially among secondary teachers.

For many students, placement in an alternative education setting is temporary, and once they make progress, they will be expected to return to their home school setting. An effective transition between settings is essential in order to ensure the student meets the behavioral expectations in the home school and to prevent poor outcomes such as academic failure and major disciplinary infractions. The purpose of this case study was to demonstrate realistic transition planning and processes in an authentic setting. By following a recommended five-part process, one classroom teacher in an alternative education setting implemented individualized transition planning for four elementary school students who were expected to return to their home schools by the end of the school year. Results of the case study reflect that each student experienced a unique process and different outcomes. Individualized planning supports each student’s needs and maximizes the likelihood of success for students who meet transition criteria. The transition planning procedures, as well as recommendations for research and practice are discussed.

The ability of teachers to manage their classrooms is critical to achieving positive educational outcomes for students. Many teachers receive limited pre-service training in classroom management, creating a need for effective in-service professional development (PD). This literature review summarizes the results of 74 empirical studies examining the effects of PD on teachers’ classroom management behaviours. It identifies the characteristics of the existing literature base, the most frequent components of effective PD, and teacher and student outcomes related to PD. The results support a prior review that also suggested effective PD (i.e., desired changes in teacher and student behaviour) is predominantly studied at the elementary school level and, in addition to generic in-service trainings, most frequently includes didactic (direct) instruction, coaching, and performance feedback. These results have important implications for developing effective PD opportunities in the area of classroom management for in-service educators.

Students with emotional and behavioral disorders who display disruptive behaviors in general education settings are increasingly being educated in alternative education settings. Alternative education settings can vary widely, but they typically have smaller classroom sizes and educational staff who are trained to teach students who were not successful in their previous educational settings. This Current Topics column provides (a) an introduction to how students are placed in those settings, (b) a description of common alternative educational settings, and (c) an overview of effective educational, behavioral, and mental health services available to children and youth in alternative educational settings.