| Title: |
Foundational Behavioral Tools for Navigating Classroom Crises. |
| Authors: |
Mathieu, Reva1 (AUTHOR); Johnson, Paige2 (AUTHOR); McGoey, Kara E.3 (AUTHOR) |
| Source: |
Communiqué (0164-775X). Oct2025, Vol. 54 Issue 2, p20-23. 4p. |
| Subject Terms: |
Classroom management; Special education; Teacher development; COVID-19 pandemic; Social skills; Best practices; School psychologists; Student engagement |
| Abstract: |
The article focuses on behavior-based strategies that school psychologists can employ to support teachers and paraprofessionals in managing challenging classroom environments and promoting student growth. It highlights the experiences of an early career school psychologist, Kayla, who faces difficulties in addressing chronic behavioral issues among students, particularly in a special education setting. The article discusses the impact of the COVID-19 pandemic on students' social-emotional skills and outlines various interventions, such as reinforcement techniques and group contingency systems, that can be tailored to meet the unique needs of students while alleviating teacher burnout. Overall, it emphasizes the importance of implementing evidence-based practices to create positive classroom environments and support educators effectively. [Extracted from the article] |
| Database: |
Supplemental Index |