Joseph H. Wehby’s research while affiliated with Vanderbilt University and other places

Multitiered systems for supporting students’ behavior in schools rely on teachers using generally effective classroom management strategies, Tier 1 practices. However, few tools exist to easily assess classwide Tier 1 practices. In this brief report, we describe one potential tool, the Classroom Atmosphere Rating Scale–Brief (CARS-B), and assess the properties of the tool using item response theory and multilevel models. We found that most items on the CARS-B had acceptable discriminations and difficulty estimates. Teachers’ CARS-B latent scores were positively associated with student group on-task. We discuss potential changes to the CARS-B and its use in research and practice.

Within the context of a multi-tiered framework for behavior support, intervention intensification is warranted when a Tier II intervention fails to adequately address a targeted behavior. A traditional approach to intensification is to shift from standardized supports at Tier II to individualized and more resource-intensive supports at Tier III. Recent conceptualizations, however, reflect the use of a process-oriented, adaptive approach in which a continuum of responsive intensifications connects the framework’s tiers. Adaptive intervention design relies on the identification of critical factors to inform responsive adaptations to a standard treatment protocol. This study examined the distinct and relative influence of adaptations to Check In Check Out (CICO), a targeted intervention, informed by two critical factors—behavioral function and teachers’ use of behavior-specific praise. Results indicated that, relative to traditional CICO, CICO adapted to address behavioral function was less effective in producing differentiated levels of disruptive behavior. However, CICO adapted to strengthen a teaching practice—the delivery of behavior of behavior-specific praise—was effective in producing differentiated levels of disruptive behavior relative to the standard treatment protocol. Additional research on treatment adaptations informed by behavioral function and evidence-based teacher practices is needed to evaluate whether the variables may serve as critical factors within an adaptive approach to building treatment intensity at Tier II.

Elementary teachers (N = 160) from two districts responded to survey questions about inservice professional development and administrator feedback and support for implementing research-based, effective classroom and behavior management (C/BM) strategies. Results indicated slightly more than half (55%) of teachers reported their participation in formal, inservice professional development activities improved their ability to implement research-based C/BM strategies. And, a higher percentage (77%) of teachers reported they receive adequate feedback from their current school supervisor (e.g., principal, curriculum/instructional coach) on their use of C/BM. Teachers’ reported specific ways for school and district administrators to better prepare and support them for challenges related to C/BM. Implications are provided for improving inservice professional development and administrator feedback to promote teachers’ use of effective classroom and behavior management practices.

The purpose of this study was to examine the effects of MoBeGo, a mobile self-monitoring app, on the initial and sustained academic engagement and disruptive behavior of third- to eighth-grade students with challenging behavior. Student–teacher pairs ( N = 57) were randomly assigned to the treatment (MoBeGo) or control (business-as-usual) condition. We conducted systematic direct observation of students’ behavior throughout prebaseline, baseline, intervention, and postintervention conditions of the study. Multivariate multilevel models revealed differential improvement for the MoBeGo group in student outcomes (less disruptive behavior; more academic engagement) from baseline to intervention, as well as successful postintervention effects for disruptive behavior. Limitations, future directions, and implications for practice are discussed.

Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom management system using a group contingency involving direct teaching of classroom rules/skills, differential reinforcement of appropriate behaviors, and minimized social attention to inappropriate behaviors. We investigated elementary school teachers’ implementation of CW-FIT with minimal reliance on external researcher support. Nine teachers and their classes participated. Ten students nominated as at risk for emotional and behavioral disorders (EBD) were individually monitored. Effects were examined using a single case reversal design. During CW-FIT implementation teachers’ use of praise increased and reprimands decreased, on-task behavior increased in all classrooms, and seven of the at-risk students also showed decreased disruptive behaviors. Teacher and student social validity ratings indicated support of and satisfaction with the program. Implications for classroom practice are discussed.

Teachers may have affective responses to teaching students with emotional/behavioral disorders (EBD) that influence their effectiveness. We used latent profile analysis to examine the burnout profiles of 102 K-6 general education and special education teachers who had students with or at-risk for EBD in their classrooms. We then examined if profile membership varied by teacher type (special education vs. general education) and if profile membership was related to teachers’ directly observed classroom management skills. Our results suggest that teachers exhibit three burnout profiles: “flourishing,” “buffered,” and “struggling;” that profile membership did not vary by teacher type; and that burnout profiles were related to teachers’ classroom management skills. These findings suggest teachers may need differential supports when working with students who have EBD and provide directions for future research regarding the association between teacher affect and classroom instruction.

Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of check-in check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.

Self-monitoring interventions for students with challenging behavior are often teacher-managed rather than self-managed. Teachers direct these interventions by completing parallel monitoring procedures, providing feedback, and delivering contingent reinforcement to students when they monitor accurately. However, within self-monitoring interventions, the degree to which teachers and students agree in their assessment of students’ behavior is unknown. In this study, a self-monitoring intervention in which both teachers and students rated the students’ behavior, we analyzed 249 fixed interval ratings of behavior from 19 student/teacher pairs to determine the relationship between ratings within and across teacher/student pairs. We found a strong correlation overall ( r =.91), although variability existed within individual pairs and student ratings tended to be higher than teacher ratings. We discuss implications for practice, limitations, and future directions.