Evidence-based Practices in Classroom Management: Considerations for Research to Practice

By Brandi Simonsen, S. Fairbanks, A. Briesch, Diane Myers, G. Sugai. 2008

983 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2865cc62587a954f9152a88b478430582bb6d4b3

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Pre-Service Teacher Training in Classroom Management (2014, background): “State-level accreditation policy should reflect an expectation that all pre-service teachers be provided instruction related to research-based classroom management in general and evidence-based classroom management practices as framed by Simonsen et al. (2008) specifically.”
A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, positive): “In a literature review conducted by Simonsen, Fairbanks, Briesch, Myers, and Sugai (2008), 20 general classroom management practices meeting criteria (i.e., methodologically sound experimental design, demonstrated effectiveness, supported by three or more studies) were identified, including…”
Multitiered Support Framework for Teachers’ Classroom-Management Practices (2014, methodology): “Given that effective classroom management comprises specific empirically supported practices (Simonsen et al., 2008), researchers have typically approached assessing classroom management via direct observation or simple Figure 1.”
Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. (2016, background): “Whilst De Jong’s work highlighted similar aspects to those of Simonsen et al. (2008) he also identified the need for sound knowledge and understanding of young people, their needs and influences on their behaviours.”
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): “The items in the survey indexed various instructional adaptations, instructional strategies, and behavior management approaches that are often recommended for students with ADHD and those with learning and/or behavior problems (e.g., DuPaul 2007; Kern and Clemens 2007; Mastropieri et al. 2006; Raggi”
Behavior and classroom management: Are teacher preparation programs really preparing our teachers? (2017, methodology): “Knowledge and ability to use skills within the categories given by Simonsen et al. (2008) and Oliver and Reschly (2010) may translate to effective classroom and behavioral management.”
Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature (2012, background): “Furthermore, praise and OTRs are amenable to ongoing measurement and performance feedback as these strategies can and should (Simonsen et al., 2008) be used very frequently, in contrast to strategies such as the teaching of classroom rules or pre-correction, which may occur less frequently (e.”
Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders (2010, background): “These 20 general practices fell into five broad categories: (a) maximize structure and predictability; (b) post, teach, review, and provide feedback on expectations; (c) actively engage students in observable ways; (d) use a continuum of strategies to acknowledge appropriate behavior; and (e) use a ”
A Brief Review of Effective Teaching Practices That Maximize Student Engagement (2015, background): “Consequently, it is not surprising that feedback is considered a best practice in classroom management even for students with the most challenging behavior (Lewis, Hudson, Richter, & Johnson, 2004; Simonsen et al., 2008).”
Increasing New Teachers’ Specific Praise Using a Within-School Consultation Intervention (2015, background): “One such classroom management practice with substantial empirical support, particularly at the elementary level, is specific praise (Beaman & Wheldall, 2000; Simonsen et al., 2008; Sutherland, Wehby, & Copeland, 2000).”
Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS (2013, background): “Research has supported the need for positively stated rules that are then taught systematically (Simonsen et al., 2008).”