Classroom Tier 1

Management
Strategy Brief, June, 2016.
Ana M. Damme, Elisabeth J. Kane, Amber Olson & Reece L. Peterson, University of Nebraska-
Lincoln.

T eachers with effective classroom management skills establish and enforce a well-mon-
itored system of rules and procedures that deter inappropriate and off-task behavior
(Emmer, Evertson, & Anderson, 1980), leading to increased student academic engagement and
achievement. These skills enhance teaching ability (National Council for Accreditation of Teach-
er Education, 2008) and are related to positive academic performance and decreased inappro-
priate behavior (Arbuckle & Little, 2004). Additionally, if implemented appropriately, classroom
management strategies can decrease teacher burnout (Aloe, Amo, & Shanahan, 2014), and
promote a positive school climate (Mitchell & Bradshaw, 2013). Schools in all settings (i.e., rural,
suburban, urban) report student behavior problems in the classroom, indicating the overall
need for classroom management training regardless of school location (Coalition for Psychol-
ogy in the Schools and Education, 2006). Researchers
surveyed teachers and found that classroom manage-
ment is one of the most challenging aspects of teach-
ing (Merrett & Wheldall, 1993).

Unfortunately, most teachers feel underprepared

in the area of classroom management and express
the need for additional support and these skills are
often inadequately taught in teacher-preparation Tier 1
curricula (Melnick & Meister, 2008; Ritz, Noltemeyer,
David, & Green, 2014; Brophy, 1988) Intervention
What is Classroom Management?

Classroom management is a broad topic that gen-

erally describes a group of strategies that “seek to establish and sustain an orderly environment
so students can engage in meaningful academic learning” (Evertson & Weinstein, p. 4, 2006).
Kratochwill (n.d.) described skills involved in classroom management:

• Developing caring relationships with students;

• Organizing and implementing effective instructions that optimize student learning;
• Using group management strategies that facilitate student engagement;
• Promoting student development of social skills and self-regulations;
• Using appropriate interventions that target student behavioral issues;
• Monitoring student progress; and,
• Anticipating potential problems.
 Classroom Management 2

The purpose of classroom management classroom management has been heavily stud-
strategies is to maintain a learning environment ied, researchers continue to work on identify-
that promotes positive interaction, access to ing classroom management principles and on
learning, and enhanced student achievement translating research findings into practice. The
(Aloe, Amo, & Shanahan, 2014; Emmer, Evert- literature on classroom management is vast.
son, & Anderson, 1980), while also sustaining Much of the literature focuses on identifying the
control over students’ problematic behavior evidence base for specific strategies or skills. It
(Mitchell & Bradshaw, 2013). Classroom man- is beyond of our scope to provide a thorough
agement strategies need to be tailored to each review of all possible classroom management
classroom because of varying student char- strategies.
acteristics, student cultural backgrounds and
language skills, and developmental and mental However, researchers have attempted to
health needs. scientifically review the classroom management
literature to determine which practices are ev-
idence-based. Simonsen and colleagues (2008)
What do we know about Classroom used similar evidence-based standards to those
Management? of the What Works Clearinghouse, and found
21 general classroom management practices
The topic of classroom management is sup- that met the criteria as evidence-based. The
ported by a large body of literature in the field of researchers considered classroom management
educational psychology research. Many researchers strategies evidence-based if they met the fol-
dedicate their academic career to improving class- lowing three criteria: (1) evaluated using sound
room management and numerous books have been experimental design and methodology; (2)
written on the topic. A general search of “classroom demonstrated to be effective; and (3) supported
management” using Academic Search Premier, by at least three empirical studies published by
EBSCOhost, and PsycINFO yielded 3,862 scholarly peer-refereed journals (Simonsen et al., 2008).
peer-reviewed journal articles and books ranging The strategies are grouped into five empirically
in published dates from 1909 to 2015. Although supported characteristics of effective classroom
management (see Figure 1).

Figure 1. Evidence-based Practices Reviewed by Simonsen et al., 2008

Evidence-based Practices
1. Maximize Structure and Predicability
• High classroom structure (e.g., amount of teacher directed activity)
• Physical arrangement that minimizes distraction (e.g., walls, visual dividers, etc.) and crowding
2. Post, Teach, Review, Monitor, and Reinforce Expectations
• Post, teach, review, and provide feedback on classroom expectations
• Active supervision
3. Actively Engage Students in Observable Ways
• Rate of opportunities to respond (OTRs)
• Response cards
• Direct instruction
• Computer assisted instruction
• Classwide peer tutoring
• Guided notes
 Classroom Management 3

4. Use a Continuum of Strategies to Acknowledge Appropriate Behavior

• Specific and/or contingent praise
• Classwide group contingencies
• Classwide group contingencies in combination with other strategies (i.e., self-management and
peer-monitoring, establishing and teaching expectations, social skills training)
• Behavior contracting
• Token economies
5. Use a Continuum of Strategies to Respond to Inappropriate Behavior
• Error corrections for academic performance and behavior
• Performance feedback
• Differential reinforcement
• Planned ignoring plus contingent praise and/or instruction of classroom rules
• Response cost
• Timeout from reinforcement

Classroom Management these conditions. When students exhibit difficul-

ties, teachers need to assess and understand
The literature suggests that classroom man- the needs of the student in order to evoke de-
agement strategies should be comprehensive sired and successful behavior, as well as select
in that they aim to evoke student cooperation, an effective classroom management strategy
minimize student misconduct, facilitate interven- (Jones & Jones, 2010).
tions when misconduct occurs, facilitate aca-
demic activities, and maximize student engage- 3. Incorporate Instructional Methods. Effec-
ment (Brophy, 1988). There are four necessary tive classroom management strategies utilize
components to ensure that classroom manage- instructional methods that facilitate optimal
ment is comprehensive and effective (Jones & learning and meet the unique needs of stu-
Jones, 2010). dents. Such instructional methods should
actively engage students so that they are
1. Positive Climate. In order to prevent many motivated to learn and behave well (Jones &
classroom problems, teachers should cultivate Jones, 2010). Simple instructional changes such
positive relationships and appropriate classroom as offering students a choice can reduce the
behavior standards to create clear expectations likelihood of problem behaviors while increasing
and a safe environment (Jones & Jones, 2010). academic engagement (Lane et al., 2015). Visit
Teacher-student relationships and peer relation- the linked webpage for more information on
ships can increase students’ sense of safety and instructional choice.
comfort in the classroom. Also, establishing
community support and positive parent-teacher 4. Foster Student Autonomy. Classroom man-
relationships is beneficial (Jones & Jones, 2010). agement should include a variety of counseling
and behavioral methods that facilitate student
2. Empirically Supported Strategies. Teach- autonomy and foster self-monitoring of their
ers should use strategies that are empirically own behavior (Jones & Jones, 2010). Research-
supported and selected based on the individual ers have identified a variety of ways that teach-
needs of the classroom and students. It is neces- ers can promote student autonomy (Dickinson,
sary to ensure that students’ basic needs are 1992). Teachers should encourage and praise
met, because students learn and behave best in students for being independent and convinc-
 Classroom Management 4

ing students that they are capable of learning Although proactive preventative approaches
independently. Dickinson (1992) suggests that to classroom management are recommended as
teachers deliberately set up opportunities for first-line strategies, there are times when reac-
students to exercise their independent learning. tive approaches are necessary to prevent and
reduce student misbehavior. Following proac-
Classroom management strategies tend to tive approaches, nonintrusive reactive strategies
be organized under two types of strategies: pro- should be used before intrusive reactive strate-
active and reactive. Proactive approaches focus gies. Examples of nonintrusive strategies are
on the antecedents (i.e., the event that occurs ignoring, redirecting, and providing verbal warn-
before the behavior) and consequences (i.e., the ings (Ritz et al., 2014). Examples of intrusive
event that occurs after the behavior) of student reactive strategies include verbal reprimands,
behavior in an attempt to prevent student mis- overcorrection, response cost, and timeout.
behavior. Reactive approaches primarily focus
on the consequences of behavior rather than
the antecedents (Ritz et al., 2014).
Descriptions of a Sample of Class-
room Management Strategies
Researchers recommend utilizing proactive
preventative approaches before implement- Again, while explanations of all of these
ing reactive approaches because they are less methods are beyond the scope of this brief,
intensive and aversive for the student and several empirically supported strategies were
teacher (Ritz et al., 2014). Proactive approaches selected to illustrate appropriate ways to man-
are beneficial because they focus on teaching age classrooms. The methods also relate to the
and motivating students to behave appropri- four areas of knowledge and skills necessary for
ately through providing praise and attention for classroom management, as discussed earlier by
desirable behavior while decreasing the likeli- Jones and Jones (i.e., positive climate, empirical-
hood of inappropriate behavior occurring in the ly supported strategies; incorporate instruction-
future. Additionally, proactive approaches aim al strategies; foster student autonomy; 2010).
to promote academic engagement by focusing
on appropriate behavior and reducing the need Managing the physical environment. An
for discipline (Ritz et al., 2014). important factor of classroom management is
managing the physical learning environment.
Teachers need to create an environment that is
comfortable, safe, and responsive to the needs
of their students. Teachers and administrators
might need to assess and make changes to
the physical environment to enhance optimal
student functioning. Teachers might ask them-
selves, “Is this room arrangement, the furnish-
ing, the use of wall and floor space, the lighting,
etc. appropriate for my students?” They might
also consider assessing the teaching materi-
als used such as assignments, visual displays,
classroom expectations and rules, and technol-
ogy that are motivating and appropriate for the
skills of the students. Time is also important to
assess. Teachers should consider whether the
daily schedule, routines, transitions, and les-
son pacing are appropriate for their specific
students. When teachers realize that a major-
 Classroom Management 5

ity of their students struggle with writing, they Individual and group reinforcement and
might consider moving writing time toward the contingencies. One of the most researched
beginning of the day rather than at the end when strategies that a teacher can implement is
students are “checked out” and have “nothing to providing immediate and specific reinforcement
work for.” for a student’s appropriate behavior (Webster-
Stratton, 1999). Reinforcement is most effective
Establishing and teaching rules. Students when immediate and specific because students
need consistent expectations to aid in positive learn that appropriate behavior produces the
behavioral performance (Lane, Pierson, Stang, & reinforcer (e.g., praise, positive attention, stick-
Carter, 2010), and a well-developed classroom er, token economy), which motivates students
rule system provides students with clear expecta- to behave appropriately in the future. When
tions. Rules are most beneficial when there is a praise is used, it must be used appropriately.
short list of approximately three to five rules that Lane and colleagues (2011) recommend that
are positively and clearly stated. An example of praise be specific, appropriate, and contingent
a positive, clear statement is, “Voices are off in with the intent to provide feedback to a student
the hallway,” and a non-example is, “No talking in on his or her behavior or work (e.g., “Tom, I like
the hallway” (Jones & Jones, 2010). When school how you are working on spelling with your voice
expectations and rules are established, taught, off”).
and reinforced, students will receive more rein-
forcement at more consistent and higher rates, Group contingency refers to the utilization
increasing the likelihood that they will engage of reinforcement of student behavior contingent
in positive, appropriate behavior in the future on a group’s performance of appropriate behav-
(Sugai & Horner, 2002). ior (Tanol, Johnson, McComas, & Cote, 2010). A
well-researched example of a group contingency
Instruction and reinforcement for appropri- program is the Good Behavior Game (GBG),
ate behavior. Among the many interventions that which is an international, empirically supported
have short- and long-term positive influences on strategy for improving classroom management
student behavior (Poduska & Kurki, 2014), re- (Nolan, Houlihan, Wanzek, & Jenson, 2014).
searchers report that the most effective behavior Good Behavior Game requires students in the
management strategies are those that decrease classroom to successfully work as a team to
inappropriate behavior by teaching an appropri- meet a predetermined goal before receiving
ate behavior to replace the current inappropriate access to reinforcement. View the provided link
behavior (Ritz, Noltemeyer, Davis, &
Green, 2014). Teachers should pro-
vide explicit instruction of appropriate
behaviors and not assume that all
students know and understand what
behavior is expected of them. Further,
punishing students for inappropriate
behavior rather than using positive
approaches does not provide stu-
dents with the opportunity to learn
an appropriate replacement behav-
ior (Matheson & Shriver, 2005). For
instance, if students blurt out answers
and talk over each other, teachers
should consider teaching and praising
hand raising rather than reprimanding
students who blurt out.
 Classroom Management 6

for more information on the Good Behavior Preventative and low-intensity strategies.
Game Program Brief. Group contingency strat- Preventative approaches allow teachers to
egies can also be effectively used as a reactive decrease the initial occurrences of classroom
approach (e.g., response cost) to decrease disruptions, therefore, making teachers more
inappropriate behavior (Tanol et al., 2010). effective classroom managers. Researchers have
For instance, if the class does not meet an identified several key strategies that help teach-
expectation or goal, the teacher could remove ers effectively manage their classrooms (Lane,
a classroom privilege. However, it is important Menzies, Bruhn, & Crobori, 2011; See Figure 2).
to note that researchers recommend posi-
tive approaches (e.g., providing a class wide Other low-intensity ways to increase stu-
reward) rather than reactive approaches (e.g., dents’ attention and feelings of responsibility
taking away a class wide privilege). is for a teacher to arrange randomized student

Figure 2. Preventative and Low Intensity Strategies taken from Kounin (1970) and Lane, Menzies,
Bruhn, and Brobori (2011)

Active Supervision Visually scanning, moving about, and interacting with stu-
dents while supervising a classroom or other designated area.

Pacing Moving through a lesson with appropriate momentum. In-

struction should be smooth and focused and should eliminate
common teacher behaviors that slow down the pace.

Proximity Standing in close physical proximity in order to cue a student

to appropriate behavior. Do not stand so close as to appear
threatening.

Overlappingness and Attending to more than one classroom event at a time and
With-it-ness communicating to students, verbally or nonverbally, that the
teacher is monitoring all students’ activities.

participation (e.g., draw from a jar of pop- Conclusion

sicle sticks with student names on the sticks
to determine who will respond). Further, Classroom management is an important skill
the teacher can design lessons to include for effective teachers; it is linked to a decrease
concurrent-active participation (i.e., multiple in teacher burnout and an increase in teacher
students performing) and concurrent-passive self-efficacy and improved academic outcomes
participation (i.e., one child is performing, for students. Teachers, regardless of grade
while other students are actively participat- taught or geographic area, report the need for
ing). All of these easy to use, preventative and better training in classroom management skills.
low-intensity strategies are designed to en- There are a huge number of potential specific
gage students in class content while prevent- skills and activities which may represent effec-
ing problem behaviors from occurring. tive classroom management, although these
 Classroom Management 7

may be clustered into several useful groups. There is also a huge array of literature describing classroom
management skills, and many of these have demonstrated effectiveness in research studies.

Related Strategy Briefs:

School Climate & Culture, Staff-Student Relationships, Parent & Family Involvement, and Evidence Based
Practices.

Recommended Citation:

Damme, A. M., Kane, E., Olson, A., & Peterson, R. L. (2016, June). Classroom Management, Strategy Brief.
Lincoln, NE: Student Engagement Project, University of Nebraska-Lincoln and the Nebraska Department
of Education. http://k12engagement.unl.edu/classroommanagement.

Resources on Classroom Management

The resources here address the topic of Classroom Management from a variety of perspectives and
sources, and are simply prospective resources which we could identify. This list is not comprehensive,
and no endorsement of these resources should be implied.

Websites

Successful Schools, Inc.

http://successfulschools.org/about-us

This site is housed in Boulder, Colorado. It is a site dedicated to turning research into practice. The
program offers school educators professional development to enhance their skills. Some areas that
they provide training in include: response to intervention, positive behavior supports and interven-
tion, classroom management, and functional behavior strategies. They pride themselves on custom-
izing their services to meet the unique needs of individual districts and schools.

The Kentucky Department of Education (KDE) and the Department of Special Education and Rehabilita-
tion Counseling (SERC) at the University of Kentucky
http://www.state.ky.us/agencies/behave/homepage.html

The two departments have collaborated to create a webpage on student behavior. Their primary pur-
pose is to disseminate effective practices to schools, parents, and other professionals. The resources
provided will provide assistance to people that deal with challenging and problematic behavior
displayed by children and youth in the
 Classroom Management 8

Positive Behavioral Interventions & Supports, OSEP Technical Assistance Center

http://www.pbis.org/default.aspx

This website is primarily for schools, families, and communities that are within a district or school
system that implements Positive Behavior Interventions and Supports (PBIS). This site provides a
wide range of resources: research, presentations, trainings, videos, etc. This website is helpful for
people who want to implement PBIS and for people who are currently implementing PBIS. For more
information on PBIS, visit this website or read the PBIS Strategy Brief.

Online-Stopwatch
http://www.online-stopwatch.com/classroom-timers/

This website provides numerous resources for educators and other school personnel. More specifi-
cally, this resource aids in classroom management through time management. You will find a variety
of fun stopwatches and timers that can be downloaded and used in the classroom.

PBIS World
http://www.pbisworld.com/

This website was created by a school district PBIS Coach with the intention of making PBIS imple-
mentation seamless for educators within his district. The site is very user friendly. It provides target
behavior-specific resources as well as data tracking resources.

Pendergast Assistive Technology Resource Center

https://sites.google.com/a/pesd92.org/pendergast-assistive-technology-resource-center/electronic-
resources/behavior-interventions-beyond-the-behavior-plan

This website has a compilation of resources that are helpful for classroom management. The site
provides information on well managed classrooms, tier 1 behavior intervention ideas, visual sched-
ules, behavior tracking charts, and resources on social skills.

Blended Teaching through Literature

https://sites.google.com/a/pesd92.org/pesd92readingresources/multi-tiered-systems-of-support-for-
behavior

This is a website that is aimed towards educators and elementary school students. This website
provides a list of books that appropriately address a variety of issues that young students may be
having. The website is affiliated with Pendergast Elementary School District and Boys Town.

Review360: Behavior Matters

http://r360.psiwaresolutions.com/

This is a website that provides a variety of resources to educators. Some of the resources include:
videos, a variety of ‘solutions’, and newsletters and articles. The solution topics that can be found
are: improving student behavior and school climate, implementing a complete RTI/PBIS package,
universal screening, addressing bullying, working with students with emotional and behavioral
disabilities, and working with students with intellectual disabilities. This website is affiliated with
Pearson.
 Classroom Management 9

Technical Assistance Center on Social Emotional Intervention for Young Children

http://challengingbehavior.fmhi.usf.edu/

This website provides presentations, publications, system procedures, and individualized interven-
tions. It also provides information about training opportunities and finding consultants.

Behavior Advisor/Dr. Mac’s Behavior Management

http://www.behavioradvisor.com

This is a website that provides a variety of “positive and respectful strategies and interventions for
promoting appropriate behavior.” The website is intended for professionals who work with students.
Also, he provides free lesson plans, podcasts, videos, and intervention strategies. There is also a sec-
tion for parents.

Books

Classroom Management for Elementary Teachers (9th Ed.)

Evertson, C. M., & Emmer, E. T. (2012). Classroom management for elementary teachers (9th ed.). New
York, NY: Pearson.
ISBN-13: 978-0132693264

This book was written for elementary school teachers. Specifically, the book discusses ways in which
a teacher can implement an effective classroom management system in an elementary-school class-
room. Skills, approaches, and strategies are discussed.

Classroom Management for Middle and High School Teachers (9th Ed.)
Emmer, E. T., & Everston, C. M. (2013). Classroom management for middle and high school teachers (9th
ed.). New York, NY: Pearson
ISBN-13: 978-0132689687

This book was written for middle and high school teachers. Specifically, the book discusses ways in
which a teacher can implement an effective classroom management system in a middle- or high-
school classroom. Skills, approaches, and strategies are discussed.

Comprehensive Classroom Management: Creating Communities of Support and Solving Problems

(10th Ed.)
Jones, V., & Jones, L. (2012). Comprehensive classroom management: Creating communities of support
and solving problems (10th ed.). New York, NY: Pearson.
ISBN-13: 978-0132697088

This book is a comprehensive resource for research-based classroom management methods and
strategies. Specifically, this book discusses positive learning environments, individual behavior
change plans, specific management strategies, and classroom management principles. Also, real-life
examples are discussed.

Effective Supports for Students with Emotional and Behavior Disorders

Jones, V., Greenwood, A., & Dunn, C. (2016). Effective supports for students with emotional and behav-
ior disorders. Boston, MA: Pearson.
ISBN-13: 978-0-13-357108-0.
 Classroom Management 10

This book is intended for individuals who are seeking to advance their knowledge and skills in sup-
porting students who are experiencing emotional or behavioral disorders. It is intended to assist in
providing information on implementing a wide range of proven methods for helping these students.

Handbook of Classroom Management: Research, Practice, and Contemporary Issues

Evertson, C. M., & Weinstein, C. S. (2006). Handbook of classroom management: Research, practice, and
contemporary issues. New York, NY: Routledge.
ISBN-13: 978-0805847543

This book thoroughly discusses the topic of classroom management. It clearly defines the term as
well as discusses teachers’ managerial tasks. Additionally, this book discusses current literature and
promotes conversation for future research. The book showcases 10 different sections written by
experts in that area.

Classroom Management References

Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A
multivariate meta-analysis. Educational Psychology Review, 26, 101-126. doi: 10.1007/s10648-
013-9244-0
Arbuckle, C., & Little, E. (2004). Teachers’ perceptions and management of disruptive classroom behav-
iour during the middle years (years five to nine). Australian Journal of Educational and Develop-
mental Psychology, 4, 59-70.
Brophy, J. E. (1988). Education teachers about managing classrooms and students. Teaching and Teacher
Education, 4, 1-18.
Coalition for Psychology in the Schools and Education. (2006, August). Report on the Teacher Needs
Survey. Washington, D. C.: American Psychological Association, Center for Psychology in Schools
and Education.
Dickinson, L. (1992). Talking shop: Aspects of autonomous learning, An interview with Leslie Dickinson.
ELT Journal, 47, 330-341.
Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom management at the begin-
ning of the school year. The Elementary School Journal, 80, 219-231.
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson
& C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contem-
porary issues (pp. 3-16). Mahwah, NJ: Lawrence Erlbaum Associates.
Jones, V. F., & Jones, L. S. (1986). Comprehensive class management: Creating positive learning environ-
ments. Newton, MA: Prentice Hall.
Jones, V. F., & Jones, L. S. (2010). Comprehensive classroom management: Creating communities of sup-
port and solving problems, (10th Ed.). Upper Saddle River, NJ: Merrill.
Kounin, J. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart, and Win-
ston.
Krotchwill, T. (n.d.). Classroom Management. Retrieved from http://www.apa.org/education/k12/class-
room-mgmt.aspx?item=1
Lane, K. L., Menzies, H. M., Bruhn, A. L., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY, US: Guilford Press.
Lane, K. L., Pierson, M. R., Stang, K. K., & Carter, E. W. (2010). Teacher Expectations of Students' Class-
room Behavior. Remedial & Special Education, 31, 163-174.
 Classroom Management 11

Lane, K. L., Royer, D. J., Messenger, M. L., Common, E. A., Ennis, R. P., & Swogger, E. D. (2015). Empower-
ing Teachers with Low-Intensity Strategies to Support Academic Engagement: Implementation
and Effects of Instructional Choice for Elementary Students in Inclusive Settings. Education &
Treatment Of Children, 38, 573-504.
Matheson, A. S., & Shriver, M. D. (2005). Training teachers to give effective commands: Effects on student
compliance and academic behaviors. School Psychology Review, 34, 202-219.
Melnick, S. A., & Meister, D. G. (2008). A comparison of beginning and experienced teachers’ concerns.
Educational Research Quarterly, 31, 39-56.
Merrett, F., & Wheldall, K. (1993). How do teachers learn to manage classroom behavior? A study of
teachers, opinions about their initial training with special reference to classroom management.
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Mitchell, M. M., & Bradshaw, C. P. (2013). Examining influences on student perceptions of school climate:
The role of classroom management and exclusionary discipline strategies. Journal of School Psy-
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National Council for Accreditation of Teacher Education. (2008). Professional standards for the accredita-
tion of teacher preparation institutuions. Washington, DC: Author. Retrieved from http://www.
ncate.org/LinkClink.aspx?fileticket=nX43fwKc4Ak%3D&;tabid=474
Nolan, J. D., Houlihan, D., Wanzek, M., & Jenson, W. R. (2014). The good behavior game: A classroom-
behavior intervention effective across cultures. School Psychology International, 35, 191-205.
Poduska, J. M., & Kurki, A. (2014). Guided by theory, informed by practice: Training and support for the
good behavior game, a classroom-based behavior management strategy. Journal of Emotional
and Behavioral Disorders, 22, 83-94.
Ritz, M., Noltemeyer, A., Davis, D., & Green, J. (2014). Behavior management in preschool classrooms:
Insights revealed through systematic observation and interview. Psychology in the schools, 51,
181-197. doi: 10.1002/pits.21744
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in class-
room management: Considerations for research to practice. Education and Treatment of Chil-
dren, 31, 351-380.
Sugai, G., & Horner, R.H. (2002). The evolution of discipline practices: School-wide positive behavior sup-
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Oaks, CA: SAGE Publications Inc.

http://k12engagement.unl.edu.
© 2016 Reece L. Peterson, Barkley Center, University of Nebraska-Lincoln, Lincoln, NE 68583-0732; engagement@unl.edu.
Supported by Nebraska Department of Education Project 94-2810-248-1B1-13 (USDE Grant #HO27A110079).
Contents do not necessarily represent the policy of NDE or USDE, and no endorsement should be assumed.
Permission to duplicate is granted for non-commercial use by school personnel working in school settings.