Impact of effective instruction within middle school classrooms on at-risk student problem behavior [abstract]

Abstract

Teachers are increasingly faced with students who present challenging behavior in the classroom. When faced with such challenges, educators look for effective ways to manage problem behaviors, as well as to prevent problems, through the use of effective instructional strategies. This study investigates the impact of using classroom and student self-management supports in relation to work completion in order to increase academic success in the classroom for students identified as behavioral concerns. Direct observation data on teacher and student variables was collected and visually analyzed. Results indicated that the combination of classroom prompts and feedback paired with a self-management strategy increased student academic success. Implications for other teachers who struggle with challenging behavior in the classroom are discussed.