%0 Journal Article
%T Rates of Common Classroom Behavior Management Strategies and Their Associations With Challenging Student Behavior in Elementary School
%A Alex S. Holdaway
%A Anne E. Dawson
%A Clifton S. Mixon
%A Erika K. Coles
%A Erin Girio-Herrera
%A Jessica Smith
%A Julie Sarno Owens
%A Lina K. Himawan
%A Steven W. Evans
%A Theresa E. Egan
%J Journal of Emotional and Behavioral Disorders
%@ 1538-4799
%D 2018
%R 10.1177/1063426617712501
%X In this study, we (a) describe patterns of challenging student behaviors (classwide and for a target student with attention deficit hyperactivity disorder [ADHD]) and teacher behaviors (i.e., praise, commands, and responses to challenging behavior) in kindergarten through Grade 5 classrooms, (b) examine the relations between these behaviors, and (c) describe a threshold of teacher behaviors most associated with low levels of challenging student behavior. Participants were 55 teachers observed using a modified version of the Student Behavior Teacher Response (SBTR) system. Across grades, there was variability in rates of classwide challenging behavior per hour (M = 35.81 to 102.62) and rates of praise per hour (M = 10.90 to 37.70). The percentage of challenging behaviors to which teachers responded appropriately was generally low (M = 27% to 47%) and stable across grades. For classwide challenging behavior, higher percentages of appropriate teacher response were significantly associated with lower rates of challenging behavior (b = £¿.43; p < .01), but effective commands and labeled praise were not. Classwide challenging behaviors dropped to 30 per hour once teachers reach a threshold of 51% appropriate response, with little incremental benefit at higher levels. Implications for professional development and future study of behavior management practices are discussed
%K classroom management
%K behavior management
%K rule violations
%K praise
%K commands
%U https://journals.sagepub.com/doi/full/10.1177/1063426617712501