Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers
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The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students. These tools can help teachers capitalize on instructional time and decrease disruptions, which is crucial as schools are held to greater academic and social accountability measures for all students.
What needs to be in place before I can expect these strategies to work?
The effectiveness of these classroom strategies are maximized when (a) implemented within a school-wide multi-tiered behavioral framework (MTBF), such as school-wide positive behavioral interventions and supports (PBIS) (www.pbis.org); (b) classroom and school-wide expectations and systems are directly linked; (c) classroom strategies are merged with effective instructional design, curriculum, and delivery; and (d) classroom-based data are used to guide decision making.
There are three main parts to this guide on classroom strategies:
- Interactive map with corresponding tables, tools, and tips: The interactive map provides the links to the document with the content to support the implementation of the essential features of these classroom strategies.
- Self-Assessment and decision-making chart: these tools are intended to help guide the user to the parts of the document that will be most useful.
- Scenarios: Two scenarios are provided to extend learning and provide concrete examples of using these classroom strategies and how to use many of the tools suggested in this document in consortium.