An Examination of Typical Classroom Context and Instruction for Students With and Without Behavioral Disorders

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Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers (2012, background): “As Scott, Alter, and Hirn (2011) asserted, “in the absence of effective intervention practices, both teachers and the student with ED tend to experience failures that often result in burnout and attrition for teachers and school failure for the student” (p. 620).”
Multitiered Support Framework for Teachers’ Classroom-Management Practices (2014, background): “…(e.g., Simonsen et al., 2013) included in Tier 1, (b) individual classroom assessment protocols (e.g., Greenwood et al., 1994; Pianta et al., 2008; Scott et al., 2011), (c) self-management supports included in Tier 2 (e.g., Allinder et al., 2000; Browder et al., 1986; Keller et al., 2005;…”
The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School (2018, methodology): “Furthermore, given recent reports of teacher behavior in classroom settings (e.g., Scott et al., 2011; Stichter et al., 2009), it is not surprising that two distinct classes of teachers (approximately 20% of total) with low rates of classroom management practices can be clearly identified.”