Work

Toolkit to Support Teachers’ Use of Behavioral Classroom Interventions: Results from a Randomized Pilot Trial

Year: 2025

Type: article

Study designs: Randomized Controlled Trial, Clinical Trial

Abstract: Teacher-delivered Tier 1 (i.e., whole class) and Tier 2 (i.e., targeted) behavioral classroom interventions are effective in improving student academic and behavioral functioning, but often not delivered as recommended. Implementation strategies, especially strategies that are both feasible and effective, could support teachers in the delivery of these interventions. This pilot randomized controlled trial evaluated the acceptability, feasibility, and preliminary evidence of effectiveness of the Positive Behavior Management Toolkit (PBMT) in supporting teacher implementation and student outcomes. The PBMT is a modular implementation resource package to support K-5 teachers in delivering Tier 1 and Tier 2 behavioral interventions. Twenty teachers were randomized to receive either the PBMT or implementation support as usual. Quantitative and qualitative results suggested that the PBMT was highly acceptable, feasible and contextually appropriate. We also collected data on teacher fidelity to behavioral interventions and student outcomes for enrolled focal students with symptoms of attention-deficit/hyperactivity disorder (ADHD) at baseline and post-intervention. Although the pilot study was underpowered to conduct significance testing, the results suggested the PMBT may be effective in supporting teacher implementation outcomes and were mixed regarding student outcomes.Impact StatementThis pilot randomized controlled trial examined the acceptability, feasibility, preliminary effectiveness and implementation outcomes of a package of resources for teachers to support them in using evidence-based behavior management practices for the whole class and children with symptoms of ADHD. Results suggest that the resource package was highly acceptable and feasible and may help teachers use evidence-based behavior management in the classroom, although larger-scale evaluation is still needed. This study highlights ways that school psychologists may be able to support teachers in using evidence-based classroom practices.

Source: School Psychology Review

DOI: 10.1080/2372966x.2025.2574835