High Probability Strategies for Managing Classroom Behavior

Presenters

• Terrance M. Scott, University of LouisvilleFollow

First Presenter's Highest Degree Earned

PhD

Year First Presenter's Degree Was Awarded

1994

First Presenter's Field of Study

Special Education

Institution Where First Presenter Received Highest Degree

University of Oregon

First Presenter's Institution

University of Louisville

First Presenter's Brief Bio and Description of Credentials for This Presentation

Terrance M. Scott is a Professor and Distinguished University Scholar in the College of Education and Human Development at the University of Louisville where he directs both the Center for Instructional and Behavioral Research in Schools and the Kentucky Reading Research Center. Having received his Ph.D. in Special Education at the University of Oregon in 1994 (with an emphasis on emotional and behavioral disorders), Dr. Scott has over 100 publications, including five books, on a variety of issues in the areas of behavioral disorders and behavioral support systems. He is a frequent speaker, having conducted well over 1000 presentations and training activities and has been an invited speaker throughout the U.S. and in numerous countries around the world. He is the recipient of national awards for research and leadership in the area of behavioral disorders and has career grant funding of over $42 million. His research interests focus on school-wide prevention systems, the impact of effective instructional practices, managing student behavior, and scientific research in education.

Location

Scarbrough 1

Document Type

Individual Presentation

Primary Strand

Positive Behavior Interventions and Support

Relevance to Primary Strand

Classroom management is a tier 1 area in which teachers must consider high probability prevention strategies as well as strategies for non-responders

Alignment with School Improvement Plan Topics

Climate and Culture

Brief Program Description

This session provides an overview of classroom management strategies that are known to create a high probability for student success. The focus will be on simple teacher behaviors for both instruction and the development of positive environments. Examples from real classrooms will be used to demonstrate practices.

Summary

This session provides an overview of classroom management strategies that are known to create a high probability for student success. These practices are evidence-based in that they are developed from empirical research showing that they provide the highest probability for fostering student success. While there are other strategies and philosophies available, those in focus here simply provide a higher probability of student success. The strategies that are most effective are also those that fit nicely into typical teaching routines - making it easy to adopt and maintain.  To enhance learning, participants will see examples of the strategies being described.

Evidence

Scott, T. M. (2017). Teaching Behavior: Managing Classroom Behavior with Effective Instruction. New York: Corwin Press.

Hattie, J. A. C. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. New York, Routledge Press.

Learning Objective 1

understand prevention as a tier 1 classroom management

Learning Objective 2

practice effective instruction for classroom behavior

Learning Objective 3

practice routines and arrangements to enhance student behavior

Start Date

6-1-2026 2:15 PM

End Date

6-1-2026 3:15 PM

Recommended Citation

Scott, Terrance M., "High Probability Strategies for Managing Classroom Behavior" (2026). Southeast Conference on School Climate. 25.
https://digitalcommons.georgiasouthern.edu/secsc/2026/2026/25

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.