1. Evidence for Program Improvement
  2. Self-Regulation Behavior
  3. Emphasize appropriate classroom behavior

Emphasize appropriate classroom behavior

Emphasize Appropriate Classroom Behavior

Youth who have limited self-regulation skills often have difficulty managing themselves and their behavior in school. They may become frustrated more easily and lack the healthy self-regulation skills needed to avoid aggressive or disruptive behavior. Moreover, students with disruptive behaviors are often removed from class, interrupting their learning and exacerbating their academic difficulties.

Behavior management interventions that focus specifically on the norms and expectations of behavior in school show stronger effects on self-regulation than those that do not. Many of these programs incorporated specific mechanisms for emphasizing behavior in the classroom, such as behavioral contracts or daily report cards. These tools typically list a child-specific group of behaviors and goals to improve them, with frequent feedback on progress and room for improvement. In addition, several interventions in this group featured additional program supports from teachers, parents, or other staff in the school. These supportive components helped to reinforce the specific content of the intervention provided to the youth to sustain its effects in other domains and over time.