(For PBIS School Teams only)
In this course, participants will (a) learn the critical features of evidence-based practices in classroom management (first two sessions), (b) develop an action plan to improve implementation fidelity of these practices and develop a system to assess and monitor it’s implementation (third session), and (c) discuss of formal and informal consultation models that support classroom management in a school (fourth session).
• By the end of the first and second sessions (focused on critical features), participants will be able to (i) describe the critical features of each practice, (ii) provide examples of each practice appropriate to their school context (e.g., grade level, ability level), and (iii) discuss issues with implementing each practice.
• By the end of the third session (focused on assessment and development of an action plan), participants will (i) identify appropriate assessments for monitoring implementation in their school context (ii) complete an assessment of a classroom with which they are familiar (i.e., their own classroom or a classroom with which they consult/work) and (ii) develop an action plan for that classroom to increase the fidelity with which evidence-based practices are implemented.
• By the end of the fourth session, participants will be able to (a) discuss the challenges with traditional models of professional development for classroom management and (b) identify appropriate consultation or coaching models to support implementation in their own context (e.g., schools, districts, agencies), and (c) create an individual plan including presentations and/or materials to share their learning in this strand with colleagues at their home schools.
Increasing Teachers' Use of Evidence-based Classroom Management Strategies Through Consultation: Overview and Case Studies (pdf)
Evidence-based Practices in Classroom Management: Considerations for Research to Practice (pdf)
Ashley S. MacSuga is a doctoral student of Special Education in the Neag School of Education and a research assistant with the Center for Behavioral Education and Research at the University of Connecticut. Ashley co-teaches undergraduate/graduate courses, assists CBER research scientists in conducting research, and studies the areas of school-wide positive behavior support, classroom management, implementing targeted and individualized interventions to support students with intense learning and behavioral needs, and consultation models for developing teacher use of evidence-based classroom management strategies.
Nicholas A. Gage, Ph.D. is an IES post-doctoral fellow at the Center for Behavioral Education and Research at the University of Connecticut, working with Drs. George Sugai and Sandy Chafouleas. Nick completed his doctoral work at the University of Missouri, working with Dr. Tim Lewis. His research interest is the identification of policies and practices at the national, state, local and classroom level to support the academic, social, and behavioral needs of students with or at-risk for emotional and/or behavioral disorders through rigorous and diverse research practices and his expertise is in supporting schools, districts, and states in leveraging their data resources to best develop effective and efficient systems of support for students' academic and behavioral needs. Specific interests include statistical modeling, research design and methodology, single-subject research, and Functional Behavioral Assessment.