High Probability Strategies for Managing Classroom Behavior

Presenters

• Terrance M. Scott, University of LouisvilleFollow

First Presenter's Highest Degree Earned

Ph.D.

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

Terry began his career as a counselor in residential treatment and has worked with students with challenging behaviors across a variety settings – including all levels of public school. Having received his Ph.D. in Special Education at the University of Oregon in 1994 (with an emphasis on emotional and behaviors) he has previously been a faculty member at the Universities of Kentucky, Florida, and Oregon. His research has focused on how adult behaviors can impact probabilities for student success – with special attention to students with behavioral challenges. He has been an invited speaker in multiple countries around the world and is the author of 5 books and numerous peer reviewed articles.

Location

Scarbrough 1

Document Type

Individual Presentation

Primary Strand

Positive Behavior Interventions and Support

Relevance to Primary Strand

Classroom Management is crucial for behavior support and must be considered in the context of multi-tiered systems.

Alignment with School Improvement Plan Topics

Professional Capacity

Brief Program Description

This session provides a focus on some essential tier 1 features of effective classroom management. The content covers typical classrooms but with an eye toward students with challenging behaviors.

Summary

While no practices work every time or for every student, science has identified those practices that provide the highest probability of student success. In terms of classroom management, these high-probability (or high leverage) practices are well-established and can be generally considered in terms of teacher-student relationships, effective instruction, and the development of positive learning environments.

Relationships: Robert Pianta has demonstrated that every positive teacher-student interaction is a predictor for more positive interaction. When we can predict that a practice will have beneficial effects, use of that practice becomes a responsibility. The key with relationships is how the teacher can approach students in the scope of expectations and feedback - in a manner that provides the best probability of continued success

Instruction: A basic premise of pedagogy is that students must be engaged and teachers must provide feedback immediately and consistently during acquisition learning. The teacher's use of strategies that actively engage students and set them up to receive positive feedback is critical when considering both achievement and behavior.

Positive Learning Environment: Teachers have control of multiple classroom variables that can be used to predict student success. Among these are the schedule (routines and consistency), active supervision/eye contact, and physical arrangements. Thoughtful manipulation of these in consideration of the students and context in the classroom can maximize student success.

Evidence

Relationships:

Wiliford, A. P., Maier, M. F., Downer, J. T., Pianta, R. C., & Howes, C. (2013). Understanding how children's engagement and teachers' interactions combine to predict school readiness. Journal of applied developmental psychology, 34(6), 299-309.

Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In Handbook of research on student engagement (pp. 365-386). Springer US.

Instruction:

MacSuga-Gage, A. S., & Simonsen, B. (2015). Examining the effects of teacher-directed opportunities to respond on student outcomes: A systematic review of the literature. Education and Treatment of Children, 38, 211-244

Apter, B., Arnold, C., & Swinson, J. (2010). A mass observation study of student and teacher behaviour in British primary classrooms. Educational Psychology in Practice, 26(2), 151-171.

Environment:

Simonsen, B., MacSuga, A. S., Briere, D. E., Freeman, J., Myers, D., Scott, T., Sugai, G. (2014). Multi-Tiered Support Framework for Teachers’ Classroom Management Practices: Overview and Case Study of Building the Triangle for Teachers. Journal of Positive Behavior Interventions. 16(3), 179-190. DOI: 10.1177/1098300713484062

Jones, K. A., Jones, J. L., & Vermette, P. J. (2013). Exploring the complexity of classroom management: 8 components of managing a highly productive, safe, and respectful urban environment. American Secondary Education, 41(3), 21.

Learning Objective 1

Participants will understand basis of effective classroom management techniques

Learning Objective 2

Participants will be aware of the connection between academic and social instruction and success

Learning Objective 3

Participants will understand strategies for engaging students positively during instruction

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. 85.
https://digitalcommons.georgiasouthern.edu/secsc/2026/2026/85

Creative Commons License

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