Teacher-Delivered Behavioral Interventions in Grades K-5. A Practice Guide for Educators. WWC 2025001
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| Title: | Teacher-Delivered Behavioral Interventions in Grades K-5. A Practice Guide for Educators. WWC 2025001 |
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| Language: | English |
| Authors: | Kathleen Lynne Lane, Tabathia Baldy, Tammy Becker, Catherine Bradshaw, Virginia Dolan, Kent McIntosh, Rhonda Nese, Ruthie Payno-Simmons, Kevin Sutherland, Allison Dymnicki, Brian Freeman, Sebastian Lemire, Shawn Moulton, Allan Porowski, Laura Holian, National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC), Abt Associates, Inc. |
| Source: | What Works Clearinghouse. 2024. |
| Availability: | What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/ |
| Peer Reviewed: | Y |
| Page Count: | 166 |
| Publication Date: | 2024 |
| Contract Number: | 91990021F0370 |
| Intended Audience: | Teachers |
| Document Type: | Guides - Classroom - Teacher |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Elementary School Teachers, Elementary School Students, Student Behavior, Classroom Techniques, Prosocial Behavior, Behavior Modification, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Feedback (Response), Teacher Student Relationship, Positive Reinforcement, Teaching Methods, Learner Engagement, Personal Autonomy, Evidence Based Practice |
| Abstract: | Students succeed in school environments that support them in demonstrating prosocial and expected behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students, strained relationships between students and teachers, perceptions of unsupportive classroom and school environments, and decreased likelihood of academic success. Behavioral interventions can help students learn self-regulation skills, contributing both to their individual education success and to the success of their peers in the classroom. The purpose of this guide is to provide guidance on implementing teacher-delivered, low-intensity behavioral interventions in grade K-5 classrooms. The overarching aim of the recommendations is to help teachers support students in demonstrating expected behaviors in the classroom so that students and their classmates can engage in learning. The recommended strategies are intended to complement existing schoolwide behavioral programs and apply to both general education classrooms and separate classrooms. The recommendations also support the teaching of positive behaviors that students can generalize to other settings and relationships. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| IES Publication: | https://ies.ed.gov/ncee/wwc/PracticeGuide/31 |
| Entry Date: | 2024 |
| Accession Number: | ED662158 |
| Database: | ERIC |
| Abstract: | Students succeed in school environments that support them in demonstrating prosocial and expected behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students, strained relationships between students and teachers, perceptions of unsupportive classroom and school environments, and decreased likelihood of academic success. Behavioral interventions can help students learn self-regulation skills, contributing both to their individual education success and to the success of their peers in the classroom. The purpose of this guide is to provide guidance on implementing teacher-delivered, low-intensity behavioral interventions in grade K-5 classrooms. The overarching aim of the recommendations is to help teachers support students in demonstrating expected behaviors in the classroom so that students and their classmates can engage in learning. The recommended strategies are intended to complement existing schoolwide behavioral programs and apply to both general education classrooms and separate classrooms. The recommendations also support the teaching of positive behaviors that students can generalize to other settings and relationships. |
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