Session: Direct Observation of Classroom Management Practices: Using Data to Support Effective Classroom Environments (Society for Prevention Research 21st Annual Meeting)

Disruptive behavior in the classroom takes time away from instruction, disrupts student academic and social growth, and contributes to student and teacher stress, making effective behavior management vital to student learning, problem solving and emotional health.  Considerable research has demonstrated that effective teacher classroom management strategies can reduce disruptive behavior (Hawkins, Catalano, Kosterman, Abbott, & Hill, 1999; Kellam, et al., 1998; Walker, Colvin, & Ramsey, 1995) and enhance academic achievement (Brophy, 1996; Coladarci, & Gage, 1984),  school readiness, and children’s emotional and social competence (Webster-Stratton, et al., 2008; Webster-Stratton, et al., 2004).  However, teachers report that classroom behavior management is challenging and an area in which they need additional supports.  Therefore, gathering and using data toward identifying particular areas in which teachers need additional support will help to guide professional development and preventive efforts for improving associated student outcomes.

The first paper describes data from a randomized control trial of the BEST in CLASS, a Tier 2 classroom-based intervention that systematically identifies and targets high risk, preschool-age children, with an emphasis on changing the instructional behaviors of teachers and improving teacher-child instructional interactions. The association between direct observation of teacher use of BEST in CLASS practices and student outcomes are presented.

The second paper identifies profiles of elementary school classrooms based on four dimensions of classroom management practices.  The association between the identified profiles and important classroom and student outcomes are provided.  Findings suggest optimal classroom environments occur in the relative context of key dimensions rather than in the frequency of any single characteristic. 

The third paper investigates teacher patterns of classroom management style among a large sample of high school classrooms.  Findings indicated that teacher styles were associated with important student behaviors.  Implications for prevention models and supporting high school teachers in effective practices will be discussed.