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Classroom management is a prerequisite for effective instruction, yet research indicates that not all teachers implement evidence-based classroom management skills (CMS) in their classroom. Therefore, efficient professional development models are necessary to increase teachers’ use of CMS, but those models are predicated on valid and reliable screening tools to identify teachers CMS performance. This study is a psychometric evaluation of a direct observation CMS screening tool for elementary school teachers that can be used as part of a targeted CMS professional development model. Based on a three-facet generalizability study, the primary source of variance across observations was differences among teachers and differences across observations. A decision study was conducted and indicates that a generalizable estimate from the CMS screening tool requires four 30-min observations. These results are compared with prior research and recommendations for future research are discussed.

Current challenges in the educational sector along with age-related changes during early adolescence contribute to an increased sense of school alienation (SAL) among students. Some of the central concerns of SAL are failure to participate in classroom and socially deviant behaviors. This study examined the change in and cross-lagged relationships among alienation from learning, teachers, and classmates, and different self-reported learning and social behaviors across 508 secondary school students spanning a one-year interval from Grade 7 to Grade 8. The results revealed a slight increase in SAL and a decline in classroom participation. Earlier SAL predicted students’ later in-class participation and delinquent behavior, but not vice versa. The three alienation domains were shown to have different relationships with targeted learning and social behaviors: Alienation from learning and from teachers negatively predicted student classroom participation. Alienation from teachers and from classmates contributed to subsequent delinquent behavior. The study results emphasized the importance of SAL for students’ participation in classroom activities as well as in disruptive behaviors. Theoretical and practical implications of the findings for educational research and practice are discussed.

The evidence‐based Incredible Years Teacher Classroom Management (TCM) Programme was developed to meet demands from teachers for strategies to manage disruptive behaviours in the classroom (Webster‐Stratton, 1999). This article describes the programme and reports on its first use in the UK. In the first study 23 teachers attended the five‐day classroom management programme, 20 completed the final satisfaction questionnaire and 21 participated in a semi‐structured follow‐up interview. Teachers who implemented the training in their classrooms reported satisfaction with the programme and believed that the strategies taught were effective and improved pupils' conduct. In the second study, blind observation of teacher classroom behaviour was undertaken in 21 classes: 10 teachers had received the TCM training and 11 had not. Teachers who received TCM training gave clearer instructions to children and allowed more time for compliance before repeating instructions. The children in their classes were more compliant than children in the classes of untrained teachers. The implications of these findings are discussed.

Goal orientations and classroom goal structures proved to be highly predictive of classroom-related behaviors and academic achievement. The purpose of the present study was to predict students’ classroom behaviors from goal orientations and classroom goal structures and compare those predictions across students with and without learning problems. Participants were 209 typical students and 18 students with learning difficulties/disabilities (LD). Individual goal orientations and perceptions of classrooms’ goal structures were assessed using self-reports. Student behaviors were assessed over five consecutive days during school hours. Using Multilevel Random Coefficient Modeling (MRCM) procedures, results indicated that mastery approach goals and a mastery goal structure were positive predictors of positive affect, student engagement and students’ perceptions of reinforcement from teachers. Mastery avoidance goals were a negative predictor of positive affective states and a positive predictor of both negative affective states and perceptions of punishment. Last, performance approach goals and a performance goal structure exerted deleterious effects on students’ positive classroom behaviors, particularly for students with LD. When matching mastery goals with a mastery goal structure, effects were significantly more pronounced, and in the desired direction, compared to the matching of performance goals with a performance goal structure. Implications of the findings for practice are discussed.

In the field of behavioral disabilities, systematic direct observation (SDO) has been an integral tool for describing and explaining relationships between student and teacher behavior in authentic classroom settings. However, this method of measurement can be resource-intensive and presents a series of complex decisions for investigators. The purpose of this chapter is to review a series of critical decisions investigators must make when developing SDO protocols to address their research questions. After describing each decision point and its relevance to the measurement system, we identify trends and special considerations in the field of behavioral disabilities with respect to each decision. We organize content according to deciding what to measure, deciding how to measure it, and critical steps to prevent system breakdowns. Finally, we identify avenues for research to further the impact of SDO in the field of behavioral disabilities.

The purpose of this chapter is to highlight issues related to the current policy, practice, and research in the area of functional behavioral assessment (FBA) for students with (or at risk for) emotional/behavioral disorders (EBD). Although a substantial research base exists validating the effectiveness of FBA and function-based interventions for students with developmental disabilities, we believe that these same FBA practices are less valid when employed for students with EBD in classroom settings. Following a review of the current research and a discussion of the practical issues that are encountered when implementing FBA in classroom settings serving students with EB, we outline a more responsive FBA model for students with EBD with an emphasis on future policy, research, and practice applications for the field to consider.

This study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting teachers in a fundamental reorientation towards non-punitive discipline.

The authors administered a 30-item survey to a panel of 14 experts in restorative practices implementation in schools asking them to provide quantitative and qualitative feedback on the tool's content, metrics, and utility for building teachers' skill and confidence in promoting a restorative classroom. The authors calculated item-level content validity indices and scale-level content validity indices. To interpret findings, the authors applied acceptability criteria recommended in the literature. The authors used qualitative coding to analyze qualitative responses and contextualize quantitative findings.

Quantitative results indicated that the tool's structure and measures of teacher behavior were acceptable. The student behavior scale did not meet the acceptability criterion. Qualitative feedback indicated that observation and later co-reflection on teachers' use of specific restorative skills was deemed helpful to teacher implementation of restorative practices. Observations of student behaviors, however, needed to be broadened to emphasize student voice and agency and the quality of student interactions.

Novel approaches to measurement are needed to facilitate teacher implementation of restorative practices as schools adopt those practices to promote equitable student agency, engagement and belonging in a pivotal shift from existing punitive discipline systems.

In this chapter, we provide an overview of the characteristics, content, procedures, processes, and outcomes of effective educator preparation programs for teachers of students with behavioral disorders (BD). We emphasize the need for teachers of students with BD to be fluent with the identification and application of evidence-based practices and discuss how teacher preparation programs best prepare these teachers for the challenges they will face in the classroom. The chapter includes an evaluation checklist for programs preparing educators to teach students with BD; this checklist lists critical competencies, content, and practices (e.g., implementation fidelity, collaboration, classroom management) that should be part of the training for all teachers of students with BD. In addition, we discuss future directions for the field and suggestions for increasing the effectiveness of teacher preparation programs that prepare teachers of students with BD.

This study examined early childhood special education preservice teachers' perceived knowledge and confidence, as well as actual knowledge of functional assessment-based interventions pre- and postuniversity course participation. A quasi-experimental two-group pre- and posttest design was applied to examine (1) initial differences between two groups (by assigned instructor) in preservice teachers' perceived knowledge, perceived confidence, and actual knowledge, (2) growth over time on these three measures, and (3) their concluding performance following course completion. Results indicated mean score differences between groups at the start of the functional assessment-based intervention course instruction. Large magnitude effects were found for both groups when comparing pre- to posttest scores of preservice teachers' ratings of their perceived knowledge and confidence, as well as a measure of actual content knowledge. Posttest scores showed preservice teachers ended the experience with similar levels of actual knowledge, regardless of group membership. Findings indicate preservice teachers may benefit from a preparation course with applied practice to develop knowledge and confidence for using functional assessment-based interventions, a promising practice (What Works Clearinghouse, 2016), to support students with challenging behaviors. Limitations and future directions are presented.

Policy‐makers are looking to after‐school programmes to improve family and child wellbeing and are searching for evidence‐based ways to improve the quality of after‐school programmes. This study examines whether the Good Behaviour Game, a behaviour management curriculum designed for school classrooms, can be easily migrated to academically focused after‐school programmes. Our results are based on programme observations, qualitative interviews and ratings of implementation fidelity. We describe the structure and activities in these after‐school programmes and then identify challenges to implementing and evaluating classroom‐based interventions in the after‐school setting.