Classroom management is critical to successful teaching, but many K-12 teachers struggle with it. This indispensable guide distills the best classroom management science into easy-to-implement strategies teachers can use to promote a productive and safe learning environment.

I. Overview and Foundations of Classroom Management
1. Why Classroom Management Matters
2. Understanding Behavioral Theories Relevant to Supporting a Well-Managed Classroom
II. Promotion and Prevention Strategies
3. Structuring the Classroom for Success: Preventing Problems before They Happen
4. Providing Students with Behavioral Feedback
III. Strategies for Addressing Classwide Behavioral Concerns
5. Implementing Token Economies
6. Group Contingencies
7. Self-Management
IV. Strategies for Enhancing Implementation and Effectiveness
8. Collecting Classwide Data
9. Assessing Intervention Integrity
10. Individualizing Intervention
References
Index

David M. Hulac, PhD, NCSP, is Assistant Professor of School Psychology at the University of Northern Colorado. He is President of the independent organization Trainers of School Psychologists and served as Program Chair for Division 16 (School Psychology) at the 2016 American Psychological Association conference. He is a recipient of the Belbas-Larson Award for Excellence in Teaching from the University of South Dakota. Dr. Hulac has multiple publications in the area of response to intervention for behavior and academics and is coauthor of Behavioral Interventions in Schools: A Response to Intervention Guidebook.
Amy M. Briesch, PhD, is Associate Professor in the Department of Applied Psychology at Northeastern University. Her primary research interests include the role of student involvement in intervention design and implementation, and the development of feasible and psychometrically sound measures for the assessment of student behavior in multi-tiered systems of support. Dr. Briesch is Associate Editor of the Journal of School Psychology and a recipient of the Lightner Witmer Award for early-career scholarship in school psychology from Division 16 of the American Psychological Association. She has authored over 50 peer-reviewed journal articles, books, and book chapters.