Spring 2018

Document Type

Poster Session


Educational Psychology


Garry Wickerd PhD, NCSP, BCBA


Teachers often struggle with classroom discipline and management, and school psychologists are well positioned to offer guidance to them. To fulfill this consultative role, school psychologists must know the classroom management strategies taught in teacher training, and later implemented in the classroom. Current classroom discipline and management textbooks provide insight into current classroom management practices taught to teachers. Traditional classroom management practices involve consequences to reduce interfering behaviors based on the form of the student’s behavior. For example, if a student is talking to a peer without permission, a common strategy is to send a nonverbal signal like the “evil eye” to stop the behavior. This strategy may inadvertently increase “talking without permission” if the behavior is maintained by teacher attention. Such an unintentional mistake can be avoided through a functionbased approach. In this study, 50 textbooks intended for teachers were evaluated in terms of popularity, and whether the classroom discipline approaches recommended were function-based or topographical. A majority of the textbooks recommended strategies based on the form rather than the function of interfering behaviors. In addition, results indicated that function-based books are not as widely used. According to these results, it is clear teachers are under prepared to effectively manage problem behavior, due to their training on addressing the form, rather than the function, of the behavior.

Start Date

4-20-2018 12:00 AM



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.