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Supporting Positive Student Behavior

Supporting and promoting positive student behavior is critical to the success of any classroom or school. This section contains resources for school counselors as well as information about teaching students how to self-regulate their own behaviors.

Web Resources

Web Resources

Reducing Behavior Problems in the Elementary School Classroom

Designed for elementary school educators and school- and district-level administrators, this guide from What Works Clearinghouse offers prevention, implementation, and schoolwide strategies that can be used to reduce problematic behavior that interferes with the ability of students to attend to and engage fully in instructional activities.

Girls Study Group 
Understanding and Responding to Girl’s Delinquency 
By Stephanie R. Hawkins, Phillip W. Graham, Jason Williams, and Margaret A. Zahn 
U.S. Department of Justice: Office of Juvenile Justice and Delinquency Prevention, 2009

National Association of School Psychologists
Resources explaining problems with zero tolerance and alternative discipline strategies.

Journal Research Articles


CSCORE does not endorse any of the following research studies.  Instead, our goal is to present you with the latest research being conducted.  It is up to you to decide if the study is reliable and valid.

Evaluation of the True Goals School Counseling Curriculum: A Pilot Study

Zyromski, B., Martin, I., & Mariani, M. (2019). Evaluation of the True Goals school counseling curriculum: A pilot study. The Journal for Specialists in Group Work, 44(3), 170-183.

Abstract and Journal Access

Friendship Club: Development and Implementation of a 12‐week Social Skills Group Curriculum

Tillman, K. S., & Prazak, M. (2019). Friendship Club: Development and implementation of a 12‐week social skills group curriculum. Counselling and Psychotherapy Research, 19(2), 158-166.

Abstract and Journal Access

The Impact of a Primary Prevention Program on Preschool Children’s Social–Emotional Competence

Kemple, K. M., Lee, I., & Ellis, S. M. (2019). The impact of a primary prevention program on preschool children’s social–emotional competence. Early Childhood Education Journal, 47(6), 641-652.

Abstract and Journal Access

A Quasi-Experimental Design Analysis of the Effects of School-Wide Positive Behavior Interventions and Supports on Discipline in Florida

Gage, N. A., Grasley-Boy, N., Peshak George, H., Childs, K., & Kincaid, D. (2019). A quasi-experimental design analysis of the effects of school-wide positive behavior interventions and supports on discipline in Florida. Journal of Positive Behavior Interventions, 21(1), 50-61.

Full Article

When Prevention is Not Enough: Students' Perception of Bullying and School-Wide Positive Behavior Interventions and Supports

Gage, N. A., Rose, C. A., & Kramer, D. A., II. (2019). When prevention is not enough: Students’ perception of bullying and school-wide positive behavior interventions and supports. Behavioral Disorders, 45(1), 29-40. 

Full Article

A Randomized Control trial of the Combination of Two School-Based Universal Preventive Interventions

Ialongo, N. S., Domitrovich, C., Embry, D., Greenberg, M., Lawson, A., Becker, K. D., & Bradshaw, C. (2019). A randomized controlled trial of the combination of two school-based universal preventive interventions. Developmental Psychology, 55(6), 1313-1325. 

Full Article

Aligning Comprehensive School Counseling Programs and Positive Behavioral Interventions and Supports to Maximize School Counselors’ Efforts

Goodman-Scott, E., Betters-Bubon, J., & Donohue, P. (2015). Aligning comprehensive school counseling programs and positive behavioral interventions and supports to maximize school counselors’ efforts. Professional School Counseling, 19(1), 1096-2409.

Effects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children
Ahn, H. J., Garandeau, C. F., & Rodkin, P. C. (2010). Effects of classroom embeddedness and density on the social status of aggressive and victimized children. The Journal of Early Adolescence, 30(1), 76-101.
Abstract and Journal Access

Improving Behavior through Differential Reinforcement: A Praise Note System for Elementary School Students
Wheatley, R. K., West, R. P., Charlton, C. T., Sanders, R. B., Smith, T. G., & Taylor, M. J. (2009). Improving behavior through differential reinforcement: A praise note system for elementary school students. Education and treatment of children, 32(4), 551-571.
Abstract and Journal Access

Effects of Classwide Positive Peer "Tootling" to Reduce the Disruptive Classroom Behaviors of Elementary Students with and without Disabilities 
Cihak, D. F., Kirk, E. R., & Boon, R. T. (2009). Effects of classwide positive peer “tootling” to reduce the disruptive classroom behaviors of elementary students with and without disabilities. Journal of Behavioral Education, 18(4), 267.
Abstract and Journal Access

Classroom Management - a Pathway to Student Achievement: A Study of Fourteen Inner City Elementary Schools
Freiberg, H. J., Huzinec, C. A., & Templeton, S. M. (2009). Classroom management—a pathway to student achievement: A study of fourteen inner-city elementary schools. The Elementary School Journal, 110(1), 63-80.
Abstract and Journal Access

Review and Analysis of Literature on Self-Management Interventions to Promote Appropriate Classroom Behaviors (1988–2008)
Briesch, A. M., & Chafouleas, S. M. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008). School Psychology Quarterly, 24(2), 106.
Abstract and Journal Access

A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students At Risk for Severe Behavior Problems
Cheney, D. A., Stage, S. A., Hawken, L. S., Lynass, L., Mielenz, C., & Waugh, M. (2009). A 2-year outcome study of the check, connect, and expect intervention for students at risk for severe behavior problems. Journal of Emotional and Behavioral Disorders, 17(4), 226-243.
Abstract and Journal Access

The Classroom Check-Up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior
Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The classroom check-up: A classwide teacher consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37(3), 315-332. 
Full Article

The Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation of Check In Check Out
Todd, A. W., Campbell, A. L., Meyer, G. G., & Horner, R. H. (2008). The effects of a targeted intervention to reduce problem behaviors: Elementary school implementation of check in—check out. Journal of Positive Behavior Interventions, 10(1), 46-55.
Abstract and Journal Access

Active Supervision: An Intervention to Reduce High School Tardiness
Johnson-Gros, K. N., Lyons, E. A., & Griffin, J. R. (2008). Active supervision: An intervention to reduce high school tardiness. Education and Treatment of children, 39-53.
Abstract and Journal Access

A Randomized Controlled Trial of a Cognitive Behavioral Intervention for Anger Management in Children Diagnosed with Asperger Syndrome
Sofronoff, K., Attwood, T., Hinton, S., & Levin, I. (2007). A randomized controlled trial of a cognitive behavioural intervention for anger management in children diagnosed with Asperger syndrome. Journal of autism and developmental disorders, 37(7), 1203-1214.
Abstract and Journal Access

Effects of the Behavior Education Program (BEP) on Office Discipline Referrals of Elementary School Students
Hawken, L. S., Sandra MacLeod, K., & Rawlings, L. (2007). Effects of the behavior education program (BEP) on office discipline referrals of elementary school students. Journal of Positive Behavior Interventions, 9(2), 94-101.
Abstract and Journal Access

Student Context, Student Attitudes and Behavior and Academic Achievement: An Exploratory Analysis 
Akey, T.M. (2006). Student context, student attitudes and behavior and academic achievement: An exploratory analysis. Manpower Demonstration Research Corporation. 
Full Article

Preventing Youth Violence and Delinquency Through a Universal School-based Prevention Approach
Botvin, G. J., Griffin, K. W., & Nichols, T. D. (2006). Preventing youth violence and delinquency through a universal school-based prevention approach. Prevention science, 7(4), 403-408.
Abstract and Journal Access

An Exploratory Study of Member Attraction, Climate, and Behavioral Outcomes of Anger-Coping Group Therapy for Children with Emotional Disturbance 
Nickerson, A. B., & Coleman, M. N. (2006). An exploratory study of member attraction, climate, and behavioral outcomes of anger-coping group therapy for children with emotional disturbance. Small group research, 37(2), 115-139.
Abstract and Journal Access

Curriculum Materials


The Prevention Research Center for the Promotion of Human Development at Penn State 
The Center focuses on research of at risk youth and how communities can prevent maladaptive behavior by these children.  They currently have several projects they are reviewing and reports on previous research.

Promising Practices Network
This web site offers research based information on a variety of programs for children and families.  Here you will find programs that have been proven to work as well as programs that are promising in managing behavior and anger.

Reducing Behavior Problems in the Elementary School Classroom
By: Michael Epstein, Marc Atkins, Douglas Cullinan, Krista Kutash, and Robin Weaver
IES Practice Guide: What Works Clearing House, 2008

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