Antecedent strategies to promote appropriate classroom behavior

By L. Kern, Nathan H. Clemens. 2007

327 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/0d21d6cf05ff4bf1cf857c6ce769dbba7c319960

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Psychiatry and Mental health

Citations in the corpus

Teachers’ Reported Use of Instructional and Behavior Management Practices for Students with Behavior Problems: Relationship to Role and Level of Training in ADHD (2011, background): “Antecedent-based approaches ‘‘…focus on events that immediately precede problematic academic or behavioral performance’’ ( Kern and Clemens 2007, p. 65 ), whereas consequence-based approaches ‘‘…are designed to provide students either with reinforcement or punishment after an appropriate or inapprop”
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, background): “Teachers who are skilled at this provide students with choice, are not overly controlling of what occurs in the classroom, and are generally more focused on the learning needs of students than their own agendas (Battistich et al., 1996; Bredekamp & Copple, 1997; Kern & Clemens, 2007).”
The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School (2018, background): “Curriculum-related prompts that the teacher provides to either the whole class, a group of students, or an individual student have been shown to be associated with improving student outcomes (Kern & Clemens, 2007; MacSuga-Gage, & Gage, 2015; Partin, Robertson, Maggin, Oliver, & Wehby, 2010).”
Success and Near Misses: Pre-Service Teachers' Use, Confidence and Success in Various Classroom Management Strategies. (2010, result): “However, such a result is consonant with the general behaviour management literature, in finding that preventative, positive strategies are considered to be successful behaviour management approaches (De Jong, 2005; Kern & Clemens, 2007; Simonsen et al., 2008).”
A Brief Review of Effective Teaching Practices That Maximize Student Engagement (2015, background): “Kern and Clemens (2007) described such as antecedent strategies.”
A Comparison of Within- and Across-Activity Choices for Reducing Challenging Behavior in Children with Autism Spectrum Disorders (2013, background): “Providing choices to children prior to and during instruction is a simple antecedent-based intervention strategy that has been demonstrated to reduce escapemaintained challenging behavior (Cannella et al. 2005; Kern and Clemens 2007; Kern et al. 1998; Lancioni et al. 1996; Tullis et al. 2011).”
Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies (2009, background): “…to positively impact the effects of instruction as measured by student outcomes are strong classroom management and an increase in the number of student opportunities to respond (OTR; Brophy & Good, 1986; Kern & Clemens, 2007; Sutherland, Adler, & Gunter, 2003; Sutherland, Wehby, & Yoder, 2002).”
Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders (2007, background): “Researchers have suggested a variety of means, including academic and behavioral interventions, to address the learning and behavior problems of students with EBD (Kern & Clemens, 2007; Lewis, Hudson, Richter, & Johnson, 2004).”