Kristen L. Granger’s research while affiliated with Vanderbilt University and other places

Measuring moment-to-moment interactions between teachers and students with persistent challenging behavior can help explain broader behavioral patterns in the classroom and identify ways to initiate change in teacher–student interaction cycles. In this U.S. descriptive observational study, we conducted a series of classroom observations for each of 20 students referred for individualized behavior support. We collected timed-event count data on teacher opportunities to respond (OTRs), teacher praise, student challenging behavior, and student active responding. Using sequential analysis and multilevel modeling to account for observations nested within student, we tested a series of hypotheses on whether and how certain behaviors impacted the momentary likelihood of others. Among other findings, results showed teacher OTRs decreased the momentary likelihood of student challenging behavior; student challenging behavior decreased the momentary likelihood of teacher OTRs; and student active responding increased the momentary likelihood of subsequent OTRs and praise. Our findings extend the literature on teacher OTRs to students with persistent challenging behavior and contribute evidence to recently developed sequential analysis methods designed to better control for base rates and chance sequencing of behaviors.

As students enter upper elementary and middle school, content area vocabulary terms become more prevalent and complex. While some students can learn terms from traditional methods (e.g., lecture, textbook) students with disabilities and others who struggle need additional support. Evidence-based explicit instructional practices and multimedia can help vocabulary teaching and learning. Using a quasi-experimental design, we examined the impact of the Content Acquisition Podcast-Professional Development (CAP-PD) on teacher implementation of evidence-based vocabulary practices and vocabulary knowledge for students with and without disabilities in inclusive science classrooms. Results included a combined sample from two sister studies of n = 21 ( n = 7 business as usual [BAU]) teachers and n = 1365 ( n = 525) students. Treatment teachers used target practices with higher quality and quantity compared to BAU. Students, including those with disabilities, in treatment classrooms, performed better on measures of science vocabulary knowledge compared to peers in the BAU classrooms. Teacher professional development implications surrounding evidence-based vocabulary practices are discussed.

The purpose of this study was to examine the relation between externalizing behavior and peer reputations of kindergarten through third-grade students ( N = 35, from 18 classrooms) with or at risk for Emotional and Behavioral Disorders (EBDs). We also examined the extent to which this relation varied as a function of teacher delivery of praise. A series of multiple regression models, adjusted for the nesting of students within classrooms, were conducted. Models revealed a significant effect of the interaction between externalizing behavior and teacher praise on peer reputations for prosocial behavior (i.e., “Being Nice”). This effect indicated a negative relation between externalizing behavior and a prosocial peer reputation for students who received low rates of teacher praise. However, a positive relation was present between externalizing behavior and a prosocial peer reputation for students who received average and high rates of teacher praise. Findings reinforce that teacher praise is an important positive behavioral support and send a preliminary signal that praise may mitigate negative peer reputations for students with or at risk for EBD. Implications for research and practice are discussed.

The purpose of this paper is to propose a framework to guide the study of classroom factors that promote student functioning and development within classroom settings. First, we describe a new framework, Classroom Carrying Capacity, to categorize factors in the classroom as limiting or resource factors across four domains: external, collective classroom, student, and teacher. We also describe a schema for categorizing each limiting or resource factor as density dependent vs. independent and psychosocial vs. physical. This new framework is built from a model of sustainable ecosystems from the fields of biology and environmental sciences, to conceptualize the optimal level of support that a classroom can provide. Second, we illustrate the application of Classroom Carrying Capacity by demonstrating how three areas of research inquiry may be advanced via this framework. Finally, we recommend directions and high-leverage opportunities for theoretically and empirically building on the proposed framework.

Elementary school students with or at risk for emotional and behavioral disorders (EBD) are likely to experience social difficulties and challenges with peer relationships (e.g., victimization, rejection, isolation, and negative peer influence). A particularly salient influence on students’ classroom-based social experiences is how they are perceived by their classmates. The current study examined the extent to which the behavioral reputations of K to third-grade students identified as with or at risk for EBD (focal students; n = 26) differed from their classmates ( n = 120). Results revealed that focal students had poorer behavioral reputations among the domains of Starts Fights, Says Mean Things, Nice, Cooperates, and Gives the Teacher a Hard Time; and that these reputations were stable over time. Interestingly, there were no differences between focal students and their classmates for the reputation of being Picked On. Implications and limitations are discussed.

In early care and education settings, children who display challenging behaviors tend to have higher rates of conflict with their teachers than children without such problems. This proof-of-concept study examines the extent to which early childhood teacher’s classroom management self-efficacy is associated with conflictual teacher–child relationships with children who have been screened for and exhibit elevated levels of externalizing behaviors (i.e., focal children). In addition, we examine whether this association varies by a child’s ordinal level of challenging behavior relative to their classroom peers who also exhibit elevated levels of challenging behaviors. This study included 312 focal children (66% male), identified as at risk of Emotional and Behavioral Disorders (EBD), and 125 classrooms in which teachers completed surveys to assess teacher–child conflict, classroom management self-efficacy, and child challenging behavior. Findings revealed that in classrooms with three focal children, a disordinal interaction was present. The relation between teacher self-efficacy and teacher–child conflict differed as a function of child ordinal behavior rank. We conclude with a discussion of the implications of this work for research and practice.

Promoting positive relationships with peers is an important support for children who exhibit social withdrawal. Children who show extreme shyness or are identified as self-isolating are at risk for developing internalizing conditions, which can also lead to poor social and academic outcomes. These children may benefit from targeted support to develop relationships with peers. Identifying effective social interventions that support children who exhibit internalizing behaviors such as social withdrawal in preschool classrooms is a critical need. A nonconcurrent multiple baseline across three focal children design was used to test the effects of an adapted version of Stay, Play, Talk (SPT) that included peer choice on the estimated duration of social play for young children who were socially withdrawn. A functional relation was found between the implementation of SPT with peer choice and focal children’s social play. This study demonstrates that SPT with peer choice may be an effective and socially valid intervention for increasing the social play of preschoolers who are socially withdrawn in classrooms. More research is needed to better understand to what extent this adapted SPT intervention impacts children’s social networks, broader social-emotional development, and specific internalizing behaviors when implemented over a longer period.

This study used data from 435 teacher‐child dyads in early childhood classrooms to examine the extent to which teachers' use of behavior specific praise (BSP) with children screened for elevated rates of externalizing behaviors was influenced by the intensity of child challenging behavior and gender. Observational assessments indicated that teachers used BSP infrequently. A multiple regression model revealed a significant association between the interaction of child challenging behavior and gender and teachers' delivery of BSP. An examination of the simple slopes revealed a disordinal interaction where the relation between challenging behavior and teachers' delivery of BSP differed as a function of child gender. These findings point to an increased need for training to support teachers' use of BSP and understanding of the influence of child gender and behavior on the use of BSP.

This article presents initial psychometric data for scores on the Child Responsiveness Scale (CRS), an observational measure to assess child responsiveness to teacher delivery of practices designed to promote social-emotional competencies. In Study 1, 633 live observations conducted with 54 teachers and 91 children at risk for emotional and behavioral disorders in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the CRS item scores, averaged .67 ( SD = .06; range .55 to .72). The CRS scale scores demonstrated sensitivity to variation across teachers, children, and coders. In Study 2, 634 recorded observations with 52 teachers and 52 children in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the item scores, averaged .62 ( SD = .08; range .53 to .74). An exploratory factor analysis and a confirmatory factor analysis conducted on separate samples indicated that the items were best represented as two correlated factors, one for positive and one for negative items. Analyses provided preliminary evidence for CRS scale score validity. Future research directions are discussed regarding using the CRS to evaluate child responsiveness’s role in promoting child outcomes in early childhood classrooms.

To develop and support teachers’ skills in classroom management, resource-efficient teacher training approaches are needed. This study evaluated the effects of an online tiered training intervention on teachers’ use of class-wide positive behavior supports, either behavior-specific praise (BSP) or opportunities to respond (OTRs), using a randomized controlled trial conducted in an online graduate course in classroom management. Fifty-nine participants (52 teachers, 6 paraprofessionals, and 1 after-school instructor) completed the study. We randomly assigned 29 teachers to receive tiered training for BSP and 30 teachers to receive tiered training for OTRs. We found tiered training increased participants’ use of the target practice, BSP or OTR, with medium to large effect sizes, and most teachers required support beyond universal training. Teachers rated the training they received as highly acceptable, feasible, and useful.