Evidence-based practices in classroom management: Considerations for research to practice. Education & Treatment of Children

Classroom management is a critical skill area. Teachers should be trained and supported in implementing practices that are likely to be successful; that is, practices that are backed by evidence. The purpose of this paper is to describe the outcomes of a systematic literature search conducted to identify evidence-based classroom management practices. Although the need for additional research exists, 20 practices, in general, were identified as having sufficient evidence to be considered for classroom adoption. Considerations for incorporating these pracfices are suggested, and a self-assessment tool is proposed as means of evaluating and enhancing use of these practices. Suggesfions for future research are also presented. Classroom management is an important element of pre-serviceteacher training and in-service teacher behavior (Emmer & Stough, 2001) and is comprised of three central components: maximized allocation of time for instruction, arrangement of instructional activities to maximize academic engagement and achievement, and proactive behavior management practices (Sugai & Horner, 2002). Early research on classroom management employed either descriptive or correlational methods and highlighted practices that were used by "effective teachers " (e.g., Kounin & Obradovik, 1967; Kounin, Friesen