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## Breadcrumb

            -  Evidence for Program Improvement 
            -  Externalizing Academic-Educational 
            -           Emphasize Classroom Behavior      

# Emphasize Classroom Behavior

## Outcome

### Externalizing Behavior

## Intervention Family

### Academic-Educational Interventions

 Academic-Educational Interventions             Focus on school structure             Emphasize appropriate classroom behavior            General personal or social support      

## Emphasize on Classroom Behavior

## Evidence

The 11 academic-educational interventions with content focused on **appropriate classroom behavior**showed greater reductions in participants’ externalizing behavior than those that did not have these elements.

For students, a classroom environment that is free of behavior or disciplinary problems is one in which they are better able to learn. Fewer distractions in the classroom allow students to better focus on their academic work. In addition, teachers are better able to focus on teaching and student learning when they do not have to spend time managing student behavior or addressing disruptions in their classrooms.

Creating a distraction-free environment takes skill and effort. Teachers, paraprofessionals, and other school staff play a role in setting and enforcing normative expectations, including establishing rules about when it is appropriate to raise your hand, to take turns in speaking, to pay attention to instructors and other school staff, and how to contribute to a positive and orderly environment (i.e., not creating distractions).

## Assess Feasibility

                          - Program content. .  	Assess the extent to which your program is already focusing on classroom behavior. If there is room for improvement, consider whether a focus on appropriate behavior can be incorporated into your program. Are there early opportunities to lay out and reinforce rules and expectations for students?
                          - School structure. .  	During the school year, are there aspects of classroom behavior that could be added to existing school activities? Could behavioral norms be taught as part of other activities?
                          - Staff development. .  	Do teachers and others implementing the intervention have the training and support they need to manage classroom behavior? Are there resources available to provide training?
                          - Opportunities to intervene. .  	Assess when and where the need for behavior management is greatest. Are there specific disruptions that occur frequently? Identify these, including when and where they occur. Are there particular settings or times (e.g., later in the day) in which disruptions are more likely to occur?

## Take Action

Consider any of the following courses of action depending on the results of your feasibility assessment:
                          - Make sure that classroom expectations and rules are explained clearly to students
                          - Reinforce rules and norms with praise, rewards, and recognition for good behavior.
                          - Model appropriate behavior  and provide opportunities for students to demonstrate appropriate behavior.
                          - Incorporate classroom rules and behavior expectations into academic curriculum..
                          - Plan for increased focus on addressing disruptions  that occur during the program, anticipating likely times to reinforce normative expectations.

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