Bio:
Discipline in the Secondary Classroom (DSC) is an effective program to help high school teachers design a classroom management plan that prevents problems, fosters student engagement, teaches students to behave responsibly, and creates a positive and productive classroom environment.
Increase teacher use of evidence-based classroom management practices using CW-FIT. Learn about how an innovative district coaching model and online professional development system can support coaching and teacher implementation in low resource settings.
Given increasing cultural diversity and disparities in outcomes, the need to evaluate the cultural responsiveness is greater than ever.
In this study, we examined the effectiveness of Tools for Getting Along (TFGA) on teachers’ reports of executive functioning (EF), social-emotional, and behavioral skills of elementary school students. TFGA is a classroom-level prevention curriculum that teaches students problem-solving steps to apply in emotionally charged situations.
BEST in CLASS is a tier 2 intervention to prevent and reduce challenging behaviors and promote appropriate behaviors in preschoolers. Through coaching, early childhood teachers are empowered to deliver evidence-based practices with children at risk for social-emotional and behavioral delays. In this presentation, we will share coaches’ perspectives about the successes and challenges they experienced … Continue reading Replication Study of BEST in CLASS: Coaches’ perspectives on implementing an evidence-based practice in typical settings
(SPR 2023) This presentation provides an overview of the BEST in CLASS early childhood intervention along with the evidence base for BEST in CLASS and describes a systematic replication study currently being conducted.
(NASP 2022) This presentation described results from an effectiveness study of the Tools for (NASP 2022) Getting Along (TFGA) social problem-solving program. Findings show robust positive effects of TFGA on social–emotional and behavioral outcomes of Grade 4 students in geographically and demographically diverse areas.
(AERA 2022) School closures during the COVID-19 pandemic introduced significant disruption to educational research in 2020 and into 2021. In-person studies were put on hiatus, abandoned, or converted to remote studies.
(CA PBIS 2021) Sometimes it’s difficult to succinctly describe what it means to be a PBIS school. This presentation provided a big picture context for PBIS, breaking it down to its si
(SREE 2021) This presentation described results from an effectiveness study of the Tools for Getting Along (TFGA) social problem-solving program. The findings from this effectiveness study indicate that the TFGA program has robust positive impacts across student demographics, geographic locales, and socio-economic levels.