Classroom interventions are programs or curricula that are delivered in the classroom setting and can be integrated with and/or added to typical instruction.
BEST in CLASS: What Coaches and Teachers Say About It. Part 1: Coach Perspectives
BEST in CLASS (Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success) is a tier 2 (targeted) evidence-based intervention for young children with persistent and intensive challenging behaviors.
Continue reading →Supporting Students with Behavioral and Emotional Needs: A Conversation with Carl Sumi
In the latest episode of The SRI Homeroom podcast, Senior Principal Education Researcher Carl Sumi joined host Kori Hamilton Biagas to discuss strategies, interventions, and recommendations for educators, schools, and researchers hoping to meet that need head-on.
Continue reading →BEST in CLASS: What Coaches and Teachers Say About It. Part 2: Teacher Perspectives
Practice-based coaching (PBC) promotes a strong collaborative partnership between teachers and coaches to facilitate the use of effective instructional practices. The PBC process includes skills instruction on BEST in CLASS practices, shared goals and action planning, implementation support, classroom observation, and reflection and feedback.
Continue reading →Effectiveness of Tools for Getting Along: Teaching Students Problem-Solving Skills
(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.
Continue reading →Social-Emotional Learning Program Study: Tools for Getting Along
After a turbulent 2020-2021 school year, it is more important than ever that educators have feasible and effective options to support students’ foundational social-emotional skills. Prior studies have found that students who participate in social-emotional learning (SEL) programs improve their behavioral and academic functioning and reduce their challenging behaviors.1 When ...
Continue reading →Toolkit for talking about racism and police violence with students
What strategies can educators use to facilitate safe and meaningful discussions on race, racial (in)justice and racism? This toolkit from Learning for Justice (formerly Teaching Tolerance) offers specific strategies, as well as tips for managing student responses, in order to create a safe environment for difficult conversations.
https://www.learningforjustice.org/magazine/spring-2015/toolkit-for-talking-about-racism-and-police-violence-with-students
Continue reading →Strategies for engaging students in in-person, virtual, and hybrid instruction
As schools begin a post-pandemic transition, educators should consider how to strengthen the social, emotional, and behavioral supports for students. Three foundational components are important to keep at the forefront of efforts to support students, regardless of the learning environment…
Continue reading →Clinicians’ perspectives on implementing evidence-based practices
Dr. Michelle Woodbridge (who has been studying prevention and intervention programs related to school-based mental health for more than 25 years) describes school-based clinicians’ perspectives on how using research-supported trauma-informed intervention programs in schools created meaningful, sustainable changes in practice. This video was produced by the 3C Institute.
Helpful resources on cognitive ...
Continue reading →How schools can get started with Positive Behavior Supports
Dr. Carl Sumi, an expert in student behavioral research and interventions discusses positive behavior interventions and supports. This video was produced by the 3C Institute.
Additional resources on cognitive behavior interventions can be found on the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program website. Resources for trauma-informed schools can be ...
Continue reading →Researcher-practitioner partnerships in implementing & evaluating evidence-based programs in schools
Implementing and evaluating evidence-based programs (EBPs) in schools requires strong researcher-practitioner partnerships. Here’s what Dr. Michelle Woodbridge (who has been studying prevention and intervention programs related to school-based mental health for more than 25 years) says about the role of communication in implementing EBPs in schools. This video was produced by ...
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