Helping teachers maintain classroom management practices using a self-monitoring checklist
Regina M. Oliver, University of Nebraska—Lincoln, United States ; Joseph H. Wehby, Vanderbilt University, United States ; J. Ron Nelson, University of Nebraska—Lincoln, United States
TATE Volume 51, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
The purpose of this study was to examine the extent to which the use of a self-monitoring checklist helped teachers maintain use of evidence-based classroom management practices. Teachers used the self-monitoring checklist after high initial levels of implementation accuracy and consistency of the Good Behavior Game classroom management practices were achieved with didactic training and performance feedback. A multiple baseline single subject design across teachers was used to assess the research questions. Results indicate that teacher's use of the self-monitoring checklist helped them maintain classroom management practices. The results are discussed and future research is recommended.
Oliver, R.M., Wehby, J.H. & Nelson, J.R. (2015). Helping teachers maintain classroom management practices using a self-monitoring checklist. Teaching and Teacher Education: An International Journal of Research and Studies, 51(1), 113-120. Elsevier Ltd.