Helping teachers maintain classroom management practices using a self-monitoring checklist

Regina M. Oliver, Joseph H. Wehby, J. Ron Nelson

Research output: Contribution to journalArticlepeer-review

30 Scopus citations


The purpose of this study was to examine the extent to which the use of a self-monitoring checklist helped teachers maintain use of evidence-based classroom management practices. Teachers used the self-monitoring checklist after high initial levels of implementation accuracy and consistency of the Good Behavior Game classroom management practices were achieved with didactic training and performance feedback. A multiple baseline single subject design across teachers was used to assess the research questions. Results indicate that teacher's use of the self-monitoring checklist helped them maintain classroom management practices. The results are discussed and future research is recommended.

Original languageEnglish (US)
Pages (from-to)113-120
Number of pages8
JournalTeaching and Teacher Education
StatePublished - Oct 1 2015


  • Classroom management
  • Good behavior game
  • Maintenance
  • Treatment fidelity

ASJC Scopus subject areas

  • Education


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