Both No Child Left Behind and the Individuals with Disabilities Education Act require
educators to use research-validated practices in classrooms. And yet education, special …

In this study, a systematic review was conducted to examine the evidence base for teacher
praise for students without severe disabilities in K–12 classroom settings. Specifically …

Teachers' successful provision of levels of support to prevent and reduce problem classroom
behaviors requires skillful application of research-based classroom and behavior …

This study extends teacher coaching with written performance feedback as a means to
increase behavior-specific praise statements (BSPS) in inclusion classrooms at the high …

For well over a century, behavioral researchers have attempted to understand the relation
between juvenile delinquency and academic achievement. The authors review current …

Providing students with opportunities to respond to academic requests (OTR) and praise
have been identified as effective teaching practices. Because academic difficulty is a primary …

Positive Behavior Interventions and Supports ment with students. These engagements may
include placing students close to the teacher, scanning and moving frequently, initiating and …

This study examined the effect of a self-evaluation intervention using audiotaped samples of
teachers' instructional behavior on the rates of praise in classrooms for students with …

Teachers working with students with emotional/behavioral disorders (EBD) in elementary
schools can be helped to increase use of an important behavioral strategy, behavior-specific …

The number of students with special needs, including those with emotional and behavioral
disorder (EBD) who are being served in the early elementary classroom, is increasing …