Helping teachers maintain classroom management practices using a self-monitoring checklist

The purpose of this study was to examine the extent to which the use of a self-monitoring checklist helped teachers maintain use of evidence-based classroom management practices. Teachers used the self-monitoring checklist after high initial levels of implementation accuracy and consistency of the Good Behavior Game classroom management practices were achieved with didactic training and performance feedback. A multiple baseline single subject design across teachers was used to assess the research questions. Results indicate that teacher's use of the self-monitoring checklist helped them maintain classroom management practices. The results are discussed and future research is recommended. (C) 2015 Elsevier Ltd. All rights reserved.