%0 Journal Article
%T A High School Replication of Targeted Professional Development for Classroom Management
%A Brandi Simonsen
%A Eleanor Maddock
%A Jennifer Freeman
%A Jennifer Kowitt
%A Kate Dooley
%A Lola Gordon
%A Yan Wei
%J Remedial and Special Education
%@ 1538-4756
%D 2018
%R 10.1177/0741932517719547
%X In areas of emerging research, such as supporting teachers¡¯ classroom management, replication of research is critical to ensuring that recommendations for the field are based on sound science and appropriate for the contexts to which they are being applied. This article describes a replication of research on efficient professional development supports for teachers¡¯ classroom managements in a new context: high school classrooms. Data did not support a functional relation between teachers¡¯ use of specific praise and the targeted professional development and self-management in the high school setting. Results of this study highlight the critical importance of replication in education research. Based on our findings and our experience conducting this study, we suggest several possible adaptations may be necessary for successful replication at the high school level
%K management
%K behavior
%K inservice training
%K personnel preparation
%K single-subject
%K research methodology
%K secondary
%K staff development/inservice
%U https://journals.sagepub.com/doi/full/10.1177/0741932517719547