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.
CSCORE does not endorse any of the following research studies or resources. Instead, our goal is to present you with the latest research and interventions. It is up to you to decide if the study is reliable and valid.
Web Resources
National Association of School Psychologists
Resources explaining problems with zero tolerance and alternative discipline strategies.
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.
Journal Research Articles
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.
Full Article
SUPPORTING ALL STUDENTS: MULTITIERED SYSTEMS OF SUPPORT FROM AN ANTIRACIST AND CRITICAL RACE THEORY LENS
Edirmanasinghe, N., Goodman-Scott, E., Smith-Durkin, S., & Tarver, S. Z. (2022). Supporting all students: Multitiered systems of support from an antiracist and critical race theory lens. Professional School Counseling, 26(1), 2156759X221109154.
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.
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.
THE CASE FOR UNIVERSAL MENTAL HEALTH SCREENING IN SCHOOLS
Goodman-Scott, E., Donohue, P., & Betters-Bubon, J. (2019). The case for universal mental health screening in schools. Counseling Today, 62(3).
SCHOOL COUNSELORS' LEADERSHIP EXPERIENCES IN MULTI-TIERED SYSTEMS OF SUPPORT: PRIORITIZING RELATIONSHIPS AND SHAPING SCHOOL CLIMATE
Goodman‐Scott, E., & Ziomek‐Daigle, J. (2022). School counselors’ leadership experiences in multi‐tiered systems of support: Prioritizing relationships and shaping school climate. Journal of Counseling & Development, 100(3), 266-277.
USING A CULTURALLY RESPONSIVE MTSS APPROACH TO PREPARE BLACK MALES FOR POSTSECONDARY OPPORTUNITIES
Hines, E. M., Mayes, R. D., Harris, P. C., & Vega, D. (2023). Using a culturally responsive MTSS approach to prepare Black males for postsecondary opportunities. School Psychology Review, 52(3), 357-371.
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.
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.
THE CLASSROOM CHECK-UP: A CLASSWIDE TEACHER CONSULTATION MODEL FOR INCREASING PRAISE AND DECREASING DISRUPTIVE BEHAVIOR
Reinke, W. M., Lewis-Palmer, T., & Marrell, 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
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.
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.Full Article
INTEGRATING A MULTI-TIERED SYSTEM OF SUPPORTS WITH COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
Ziomek-Daigle, J., Goodman-Scott, E., Cavin, J., & Donohue, P. (2016). Integrating a multi-tiered system of supports with comprehensive school counseling programs. The Professional Counselor, 6(3).
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.
Evidence-Based Interventions
Tier 1, Grades K-8
A weekly lesson-based intervention that focuses on topics like building community, listening, problem solving, dealing with adversity, etc.
Tier 1, Grades K-8
An intervention that focuses on deepening the connections that students feel with the school, their classroom group, and their teachers. It includes lessons for students and resources for teachers.
Tier 2, Grades K-12
A PBIS program focused on teachers providing clear behavioral expectations to improve classroom behaviors.
Cognitive Behavioral Intervention for Trauma in Schools
Tier 3, Grades K-12
A 10-session school based intervention designed to reduce PTSD, depression, and anxiety. Involves different steps like group sessions, individual sessions, and sessions with parents.
Tier 3, Grades K-8
A program designed to help students with anxiety. 16 sessions broken down into 8 sessions focused on learning skills and 8 sessions focused on practicing skills.
Tier 3, Grades 6-12
A program designed to help students with anxiety. A 16 session program that is similar to the K-8 Intervention “Coping Cat”.
Tier 2, Grades K-8
An intervention designed for students with aggressive behaviors. Emphasizes the social skills that are needed for the transition from elementary to middle school.
Tier 1, Grades K-8
An intervention focused on developing students’ problem solving skills.
Tier 3, Grades K-8
A group of multiple different interventions that can be used to help students with social-emotional learning, academic skills, communication, and more. Lessons for students, parents, and teachers.
Tier 1, Grades K-8
An intervention that works to develop healthy living by establishing a positive self-view and strong learning community.
Tier 1, Grades K-12
A curriculum designed to cover major topics related to youth health, such as social and emotional health, nutrition, substance use, and HIV prevention.
Tier 1, Grades K-12
A program focused on implementing social emotional learning in the classroom and the larger system of the school. Offers over 140 lessons per year, with materials for students, teachers, school counselors, and parents.
Positive Behavioral Interventions and Supports
Tier 1, Grades K-12
PBIS offers a variety of interventions that can work to change systems within an entire school. Interventions are designed to address safety, fair discipline, and positive student behavior. This site has interventions relevant to all three tiers.
Promoting Alternative Thinking Strategies (PATHS)
Tier 1, Grades K-8
A program that is focused on helping students to develop social emotional skills using a cognitive-behavioral approach. Prioritizes topics like positive self-esteem, self-control, building relationships.
Tier 1, Grades K-8
An intervention focused on creating safe learning environments for students to grow and learn, with materials for teachers and students.
Tier 1, Grades K-8
A collection of programs focused on creating safe and effective learning environments and educating youth about how they impact their community. Teaches skills in communication, anger management, and much more.
Skills for Academic and Social Success (SASS)
Tier 2, Grades K-12
A small group intervention that looks to address psychoeducation, realistic thinking, social skills, and more. It’s designed for students with social anxiety.
Social Decision Making/Social Problem Solving
Tier 1, Grades K-8
This program offers a variety of lessons focusing on topics like listening, following directions, resisting provocation, and how to select friends.
Books & Book Chapters
Goodman-Scott, E., Betters-Bubon, J., Donohue, P., & Olsen, J. (Eds.). (2023). The school counselor’s guide to multi-tiered systems of support. Taylor & Francis.
Hatch, T., Kruger, A., Pablo, N., & Triplett, W. (2019). Hatching tier two and three interventions in your elementary school counseling program. Corwin.
Hatch, T., Duarte, D., & De Gregorio, L. K. (2018). Hatching results for elementary school counseling: Implementing core curriculum and other tier one activities. Corwin.