SE-7500 v2

The Relationship Between Teachers' Implementation of Classroom Management Practices and Student Behavior in Elementry School Behavioral Disorders
Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2018). The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School. Behavioral Disorders, 43(2), 302–315.  
Read pp. 302-315. The researchers examined evidence-based classroom management practices such as active instruction and supervision, student engagement, and feedback to determine their impact on student behavior. This article will provide useful information as you develop your classroom management plan. 

Teaching Students with Emotional and Behavioral Disabilities 
Hott, B., Randolph, K. & Raymond, L.  (2022) Teaching students with emotional and behavioral disabilities. San Diego: Plural Publishing. 
Read pp. 34-37. This section of Chapter 2 gives a short overview of PBIS. Read this section first to develop a broad overview of PBIS. 

Embedding Culturally Responsive Practices in Tier l
Rose, J., Leverson, M., & Smith, K. (2020) Embedding Culturally Responsive Practices in Tier I. Center on PBIS. 
Read pp. 1-7, This Practice Brief stems from the work of PBIS in supporting school teams in integrating cultural practices of schools and communities into a schoolwide PBIS framework.  You will find this guide helpful as you create your classroom discipline plan, which must provide equal access to all.