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 among diverse learners. Teachers also need support to successfully implement universal practices as well as to develop and enact plans for supporting students with disruptive behavior. This article describes a universal classroom management program that embeds coaching within the model. The coach supported teachers both in implementing universal strategies and in developing and implementing behavior support plans for students with disruptive behavior. The study evaluates the effectiveness of the behavior support plans and the types of coaching activities used to support these plans. Findings indicated that during meetings with teachers, coaches spent time action planning and providing performance feedback to teachers on their implementation of the behavior support plans. In addition, teachers reduced their rate of reprimands with the targeted at-risk students. Students receiving behavioral supports demonstrated decreased rates of disruptive behavior, increased prosocial behavior, and a trend toward improved on-task behavior. In comparison, a matched sample of students with disruptive behaviors did not demonstrate improved outcomes. Implications for practice are discussed.
BanduraA. (1977). Social learning theory. Oxford, UK: Prentice Hall.
2.
BarrettE. R.DavisS. (1993). Perceptions of beginning teachers’ needs in classroom management. Teacher Education & Practice, 11, 22–27.
3.
BradshawC.MitchellM.LeafP. (2010). Examining the effects of schoolwide positive behavior interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133–148. doi:10.1177/1098300709334798
4.
BuellM. J.HallamR.Gamel-MccormickM.ScheerS. (1999). A survey of general and special education teachers’ perceptions and inservice needs concerning inclusion. International Journal of Disability, Development and Education, 46, 143–156. doi:10.1080/103491299100597
5.
CappellaE.ReinkeW. M.HoagwoodK. (2011). Advancing intervention research in school psychology: Finding the balance between process and outcome for social and behavioral interventions. School Psychology Review, 40, 455–464.
6.
FarmerT. W.ReinkeW. M.BrooksD. S. (2014). Managing classrooms and challenging behavior: Theoretical considerations and critical issues. Journal of Emotional and Behavioral Disorders, 22, 67-73.
7.
FixsenD.BlaséK.DudaM.NaoomS.Van DykeM. (2010). Implementation of evidence-based treatment for children and adolescents. In WeiszJ.KazdinA. (Eds.), Evidence-based psychotherapies for children and adolescents (2nd ed., pp. 435–450). New York, NY: Guilford.
8.
FixsenD.NaoomS.BlaseK.FriedmanR.WallaceF. (2005). Implementation research: A synthesis of the literature (FMHI Publication No. 231). Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.
9.
HamreB. K.PiantaR. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638. doi:10.1111/1467-8624.00301
10.
HornerR. H.SugaiG.SmolkowskiK.EberL.NakasatoJ.ToddA. W.EsperanzaJ. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133–144. doi:10.1177/1098300709332067
11.
IngersollR. M. (2002, August15). High turnover plagues schools. USA Today, p. 13A.
12.
KothC. W.BradshawC. P.LeafP. J. (2009). Teacher Observation of Classroom Adaptation-Checklist: Development and factor structure. Measurement and Evaluation in Counseling and Development, 42, 15–30.
13.
LaddG. W.BurgessK. B. (1999). Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school. Child Development, 70, 910–929.
14.
LeflotG.van LierP. A. C.OnghenaP.ColpinH. (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, 869–882.
15.
NoellG. H.WittJ. C.SliderN. J.ConnellJ. E.GattiS. L.WilliamsK. L.. . .DuhonG. J. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87–106.
16.
PavriS. (2004). General and special education teachers’ preparation needs in providing social support: A needs assessment. Teacher Education and Special Education, 27, 433–443.
17.
ReinkeW. M.HermanK. C.StormontM. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15, 39–50. doi:10.1177/1098300712459079
18.
ReinkeW. M.HermanK. C.StormontM.NewcomerL.DavidK. (2013). Illustrating the multiple facets and levels of fidelity of implementation to a teacher classroom management intervention. Administration and Policy in Mental Health and Mental Health Services Research, 40, 494–506.
19.
ReinkeW. M.Lewis-PalmerT.MerrellK. (2008). The classroom check-up: A classwide consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37, 315–332.
20.
ReinkeW. M.NewcomerL. (2010). Student Teacher Classroom Interaction Observation (ST-CIO). Columbia: University of Missouri Publication.
21.
ReinkeW. M.StormontM.HermanK. C.PuriR.GoelN. (2011). Supporting children’s mental health in schools: teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26, 1–13.
22.
ReinkeW. M.StormontM.Webster-StrattonC.NewcomerL. L.HermanK. C. (2012). The Incredible Years Teacher Classroom Management program: Using coaching to support generalization to real-world classroom settings. Psychology in the Schools, 49, 416–428. doi:10.1002/pits.21608
23.
ShinnM.WalkerH. M.StonerG. E. (Eds.). (2002). Interventions for academic and behavior problems II: Preventive and remedial approaches. Bethesda, MD: National Association of School Psychologists.
24.
ShoresR. E.JackS. L.GunterP. L.EllisD. N.DeBriereT. J.WehbyJ. H. (1993). Classroom interactions of children with behavior disorders. Journal of Emotional and Behavioral Disorders, 1, 27–39.
25.
SnyderJ.LowS.SchultzT.BarnerS.MorenoD.GarstM.. . .SchrepfermanL. (2011). The impact of brief teacher training on classroom management and child behavior in at-risk preschool settings: Mediators and treatment utility. Journal of Applied Developmental Psychology, 32, 336–345. doi:10.1016/j.appdev.2011.06.001
26.
StormontM.ReinkeW. M.HermanK. C. (2011). Teachers’ importance ratings for evidence-based behavioral interventions. Behavioral Disorders, 37, 19–29.
27.
StormontM.ReinkeW. M.HermanK. C.LemkeE. (2012). Academic and behavior supports for at-risk students: Tier 2 interventions. New York, NY: Guilford.
28.
StormontM.ReinkeW. M.NewcomerL.DarneyD.LewisC. (in press). Coaching teachers’ use of social behavior interventions to improve children’s outcomes: A review of the literature. Journal of Positive Behavior Interventions.
29.
SugaiG.SpragueJ. R.HornerR. H.WalkerH. M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal of Emotional and Behavioral Disorders, 8, 94–101. doi:http://dx.doi.org/10.1177/106342660000800205
Webster-StrattonC.ReidM.HammondM. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30, 283–302.
32.
Webster-StrattonC.ReidM.HammondM. (2004). Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology, 33, 105–124. doi:http://dx.doi.org/10.1207/S15374424JCCP3301_11
33.
Webster-StrattonC.ReinkeW. M.HermanK. C.NewcomerL. (2011). The Incredible Years Teacher Classroom Management Training: The methods and principles that support fidelity of training delivery. School Psychology Review, 40, 509–529.
