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Class-Wide Implementation Resources

Having a healthy and positive classroom climate is one of the most important ways to prevent the occurrence of problem behavior.  Published research establishes that environmental factors have the strongest direct relationship with positive student outcomes. In particularly, a number of critical classroom environment features have been linked to positive outcomes for students.   Published findings suggest that supportive teacher behaviors (e.g., caring helpfulness, quality of interactions, listening, trust, etc.) and classroom conditions (e.g., clear expectations and routines, high quality instruction, frequent praise, etc.) are more important than any other predictor of performance (e.g., Bond et al.; Dubow et al.; Leithwood, Wahlstrom & Anderson; Malecki & Demaray; Roeser et al.; Schochet, Dadds, Ham & Montague; Solomon et al.).  The following are resources and professional development materials to support class-wide implementation of proactive practices.

Reflection Tools

Tip Sheets

Mini Intensive Professional Development Resources

Further  Reading:

Caldarella, P., Larsen, R.A.A., Williams, L., Wills, H., Kamps, D., & Wehyby, J.H. (2-19).  Effects of CW-FIT on teachers' ratings of elementary school students at risk for emotional and behavioral disorders.  Journal of Positive Behavior Interventions, 2, 90-100.

Nelson, M.A., Caldarella, P., Hansen, B.D., Graham, M.A., Williams, L., & Wills, H.P. (2019).  Improving student beahvior in art classrooms: An exploratory study of CW-FIT.  Journal of Positive Behavior Interventions, 20, 227-238.

Simonsen, B., Freeman, R., Goodman,  S., Mitchell,  B., Swain-Bradway, J.,  Flannery,  B., Sugai, g.,   George, H. & Putman, B. (2015).Supporting and Responding to Behavior:  Evidence-Based Classroom Strategies for Teachers. U.S. Office of Special Education Programs.

Simonsen, B. & Myers, D. (2015).  Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management. Guilford Press, NY.

Simonsen, B., Freeman, R., Myers, D., Dooley, K., Maddock, E., Kern, L., & Byun, S. (2020).  the effects of targeted professional devleopment on teachers' use of empirically supported classroom mangement practices.  Journal of Positive Behavior Interventions, 22(1), 3-14. DOI 10.1177/1098300719859615.