In the context of best practices consultation with high needs teachers, we examined (a) relations between teachers’ appropriate response to student rule violations and rates of rule violations, and (b) rates of student misbehavior among teachers who do and do not achieve various benchmarks of integrity and/or growth in skills. Participants were 48 teachers, 48 target students with or at risk for attention deficit hyperactivity disorder (ADHD; one per teacher), and remaining students in each classroom. Teachers received up to eight consultation sessions on classroom management and implementation of a daily report card (DRC) with the target student. We observed classwide rule violations, target student rule violations, and DRC violations, as well as the percentage of rule violations to which the teacher provided an appropriate response. Teachers who responded to a higher percentage of rule violations had fewer classwide rule violations (rs = −.32 to –.53) and target student rule violations (rs = −.22 to –.51) at baseline, Months 1 to 2, and Months 3 to 4 of consultation. Teachers who reached the minimum benchmark of 51% appropriate response and who demonstrated greater growth in appropriate responding witnessed fewer rule violations than teachers who did not achieve these benchmarks. Implications for preservice training, professional development, and consultation are discussed.

中文翻译：

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课堂管理和有针对性的干预咨询：检查教师实践的基准，以产生期望的学生行为改变

在与高需求教师进行最佳实践咨询的背景下，我们研究了 (a) 教师对学生违规行为的适当反应与违规率之间的关系，以及 (b) 实现和未实现各种目标的教师之间的学生不当行为率诚信和/或技能增长的基准。参与者是 48 名教师、48 名患有注意力缺陷多动障碍（ADHD；每位教师一名）或有风险的目标学生，以及每个教室中剩余的学生。教师与目标学生就课堂管理和每日报告卡 (DRC) 的实施进行了多达八次咨询。我们观察到全班违反规则、违反目标学生规则和违反 DRC，以及教师提供适当回应的违反规则的百分比。在第 1 至第 2 个月的基线时，对违规行为比例较高的教师做出回应的全班违规行为（rs = -.32 至 –.53）和目标学生违规行为（rs = -.22 至 –.51）较少和第 3 至 4 个月的咨询。与未达到这些基准的教师相比，达到 51% 适当响应的最低基准并且在适当响应方面表现出更大增长的教师发现违规行为更少。讨论了对职前培训、专业发展和咨询的影响。与未达到这些基准的教师相比，达到 51% 适当响应的最低基准并且在适当响应方面表现出更大增长的教师发现违规行为更少。讨论了对职前培训、专业发展和咨询的影响。与未达到这些基准的教师相比，达到 51% 适当响应的最低基准并且在适当响应方面表现出更大增长的教师发现违规行为更少。讨论了对职前培训、专业发展和咨询的影响。