Classroom and Behavior Management Training Needs and Perceptions: A Systematic Review of the Literature

[1] Auld RG(2010)Increasing pre-service teachers’ use of differential reinforcement: effects of performance feedback on consequences for student behavior Journal of Behavioral Education 19 169-183

[2] Belfiore PJ(2006)Assessing pre-service teachers’ training in empirically validated behavioral instruction practices School Psychology Quarterly 21 262-285

[3] Scheeler MC(2017)Effects of coaching on teachers’ implementation of tier I school-wide positive behavioral interventions and support strategies Journal of Positive Behavior Interventions 19 131-142

[4] Begeny JC(2018)The costly consequences of not being socially and behaviorally read to learn by kindergarten in Baltimore City Journal of Urban Health 95 36-50

[5] Martens BK(2021)Using avatars to address teacher self-efficacy Journal of Global Education and Research 5 15-35

[6] Bethune KS(2012)Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model Advances in School Mental Health Promotion 5 177-193

[7] Bettencourt AF(2015)Increasing new teachers’ specific praise using a within-school consultation intervention Journal of Positive Behavior Interventions 17 50-60

[8] Gross D(2016)Preserv’ce teachers' perceptions of challenging behavior Teacher Education and Special Education 39 276-292

[9] Ho G(2002)Positive behavior support: evolution of an applied science Journal of Positive Behavior Intervention 4 4-16

[10] Perrin N(2015)Preservice teachers’ classroom management training: a survey of self-reported training experiences, content coverage, and preparedness Psychology in the Schools 52 248-264

[1] Auld RG(2010)Increasing pre-service teachers’ use of differential reinforcement: effects of performance feedback on consequences for student behavior Journal of Behavioral Education 19 169-183

[2] Belfiore PJ(2006)Assessing pre-service teachers’ training in empirically validated behavioral instruction practices School Psychology Quarterly 21 262-285

[3] Scheeler MC(2017)Effects of coaching on teachers’ implementation of tier I school-wide positive behavioral interventions and support strategies Journal of Positive Behavior Interventions 19 131-142

[4] Begeny JC(2018)The costly consequences of not being socially and behaviorally read to learn by kindergarten in Baltimore City Journal of Urban Health 95 36-50

[5] Martens BK(2021)Using avatars to address teacher self-efficacy Journal of Global Education and Research 5 15-35

[6] Bethune KS(2012)Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model Advances in School Mental Health Promotion 5 177-193

[7] Bettencourt AF(2015)Increasing new teachers’ specific praise using a within-school consultation intervention Journal of Positive Behavior Interventions 17 50-60

[8] Gross D(2016)Preserv’ce teachers' perceptions of challenging behavior Teacher Education and Special Education 39 276-292

[9] Ho G(2002)Positive behavior support: evolution of an applied science Journal of Positive Behavior Intervention 4 4-16

[10] Perrin N(2015)Preservice teachers’ classroom management training: a survey of self-reported training experiences, content coverage, and preparedness Psychology in the Schools 52 248-264