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Salient Classroom Management Skills: Finding the Most Effective Skills to Increase Student Engagement and Decrease Disruptions  

Author:  Nicholas A. Gage.; Ashley S. MacSuga-Gage.

Source: Volume 17, Number 01, Winter 2017 , pp.19-24(6)

Emotional & Behavioral Disorders in Youth 2017

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Classroom management is a critical component of effective instruction and a prerequisite for classrooms seeking to successfully include students with, or at-risk for, emotional and behavioral disorders. Although myriad classroom management skills and practices have been developed, researched, and reviewed, three skills have been identified as evidence based and are typically included in most classroom management interventions and programs: (1) teacher-directed opportunities to respond; (2) behavior-specific praise; and (3) prompting for behavioral expectations, including pre-corrections. This study collected 195 direct observations of 12 teachers and estimated a series of three-level random-effects regression models to identify which of the three classroom management skills significantly predicted positive student behavior during large group instruction. Results suggested that behavior-specific praise was the only classroom management skill that significantly predicted positive student behavior.

Keywords: Schools, students, teachers, classroom management, behavior-specific praise

Affiliations:  1: University of Florida; 2: University of Florida.

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