Teacher-Focused Evidence-Based Interventions

Just as teachers are responsible for teaching reading and math, we also need to be responsible for teaching struggling students appropriate behaviors. And just as we do not expect to have one session with a struggling reader before we see success, we need to be aware that behavioral changes will also take time. Obviously, problem behaviors are more frustrating due to interruption to teaching and learning for the class. 

The following interventions require time for discussion and debrief with students, which may feel like wasted time because it is taking away from academic instructional time. However, the opposite is true: when time is spent teaching students appropriate behaviors, this actually increases the amount of time the entire class is engaged in instruction. If students are not taught these appropriate behaviors and given support and guidance to implement them, they are often removed from class, thereby missing instruction and falling behind academically. In addition, their problematic behaviors continue because they do not know an alternative behavior.

Pre-correction/Prompting Appropriate Behavior

Pre-correction, or Prompting Appropriate Behavior,  is when a teacher explicitly states the desired behavior(s) before a task. Pre-correction is a research based practice that increases appropriate and on-task behaviors and decreases unwanted behaviors. This simple strategy is effective across ages, school settings, and ability levels. The art of pre-correction is to anticipate the behaviors that may occur, and review the expectations of the task, in a clear and positive way, prior to engagement.

Teacher Attention Delivered on Fixed-Time Schedule

Teacher Attention delivered on a Fixed-Time schedule has been found to increase on-task behaviors and decrease off-task behaviors. This intervention is most effective for students who are misbehaving to get attention. The effectiveness of this strategy--in addition to more frequent attention from teachers--may be due to the praise students receive for on-task behaviors and the assistance they receive through redirection to engage in appropriate behaviors.
Marin County SELPA commissioned Dominican University of California’s Department of Special Education to identify evidence-based behavioral practices to support students, teachers, and local schools. In particular, the task was to identify positive, evidence-based classroom practices leading to academic and behavioral success.  
​Dominican University of California is located in Marin County and offers graduate programs that culminate in a Master of Science (MS) in Education degree. These programs are designed for educators and other professionals who are interested in teaching and seek preparation for leadership roles and responsibilities