Five broad categories of evidence-based classroom management practices (Simonsen et al. taxonomy)¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 1 claim rests on one study

Description¶

The article organizes evidence-based classroom management practices, drawing on a prior systematic review of 81 studies, into five broad categories: "(1) maximize structure and predictability, (2) post, teach, review, and provide feedback on expectations, (3) actively engage students in observable ways, (4) use a continuum of strategies to acknowledge appropriate behavior, and (5) use a continuum of strategies to respond to inappropriate behavior". This taxonomy frames the multi-component universal programs the meta-analysis evaluates.

Design Implications¶

Context¶

Requirements¶

• Practices must be actions performed by the classroom teacher in the context of the classroom, implemented universally with the entire class

Constraints¶

• The taxonomy is attributed to a prior review (Simonsen et al., 2008) rather than derived in this article

Target Learners¶

• School-aged children in kindergarten through grade 12, ages 5-18

Target Learning Objectives¶

• Supporting prosocial behavior and preventing and reducing inappropriate classroom behavior

Claims¶

• Universal Classroom Management Reduces Problem Behavior [+M]

Related Theories¶

Examples¶

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Key Sources¶

• Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. https://www.sree.org. doi:10.4073/csr.2011.4