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The practice guide emphasizes co-establishing and modeling clear expectations, prompting students to engage in expected behaviors, and reinforcing those behaviors using positive attention, praise, and rewards. It also promotes instructional choices to increase engagement, provides frequent opportunities to respond, teaches students self-monitoring and reflection, and uses behavior ratings to deliver feedback. 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This practice guide should be reviewed and applied according to the specific needs of the educators and education agency using it, and with full realization that it represents the judgments ofthe review panel regarding what constitutes sensible practice, based on the research that was available at the time of publication. This practice guide should be used as a tool to assist indecision making rather than as a “cookbook.” Any references within the document to specific education products are illustrative and do not imply endorsement of these products to the exclusion of other products that are not referenced.  \nU.S. DEPARTMENT OF EDUCATION  \nMiguel A. Cardona  \nSecretary  \nINSTITUTE OF EDUCATION SCIENCES  \nMatthew Soldner  \nActing Director  \nNATIONAL CENTER FOR EDUCATION EVALUATION AND REGIONAL ASSISTANCE  \nMatthew Soldner Commissioner  \nElizabeth Eisner  \nAssociate Commissioner of Knowledge Use  \nJonathan Jacobson  \nBranch Chief for Knowledge Synthesis  \nDECEMBER 2024  \nThis report is in the public domain. Although permission to reprint this publication is not necessary, the citation should be as follows:  \nLane, K. L., Baldy, T., Becker, T., Bradshaw, C., Dolan, V., Dymnicki, A., Freeman, B., Holian, L., Lemire, S., McIntosh, K., Moulton, S., Nese, R., Payno-Simmons, R., Porowski, A., & Sutherland, K.(2024) . Teacher-Delivered Behavioral Interventions in Grades K–5 (WWC 2025001) . Washington, DC:  \nNational Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from [https://whatworks.ed.gov/](https://whatworks.ed.gov/) .  \nThis report is available on the IES website at [https://whatworks.ed.gov/](https://whatworks.ed.gov/) .  \nALTERNATE FORMATS  \nThe Alternate Format Center (AFC) produces documents in specific alternate formats, such as braille, large print, and electronic format for employees and members of the public with disabilities. These documents may include agendas, correspondence, course materials, regulations, and materials for public distribution.  \nContact the AFC for submission guidelines and turnaround times. Hours of operation are Monday through Friday, 8:00 a.m. until 4:00 p.m., Eastern Time. For information, contact the AFC, Tena Witherspoon, [Tena.Witherspoon@ed.gov](Tena.Witherspoon@ed.gov),(202) 260-0818, or Tracey Flythe, [Tracey.Flythe@ed.gov](Tracey.Flythe@ed.gov),  \n(202) 260-0852.  \nAs part ofits mission, the U.S. Department of Education (Department) h","cbCaimla8KCWeTdD","https://ap.wps.com/l/cbCaimla8KCWeTdD","pdf",5941828,166,"English","# Introduction to teacher-delivered behavioral interventions in grades K–5\n# Recommendation 1: Co-establish, model, and teach clear expectations for student behavior consistent with schoolwide expectations\n# Recommendation 2: Remind students to engage in expected behaviors\n# Recommendation 3: Acknowledge students for demonstrating expected behaviors through positive attention, praise, and rewards\n# Recommendation 4: Offer instructional choices to students to increase engagement and agency\n# Recommendation 5: Provide students frequent and varying opportunities to respond to and engage in activities\n# Recommendation 6: Teach students to monitor and reflect on their own behavior\n# Recommendation 7: Use behavior ratings to provide feedback to students\n# Glossary\n# Appendix A: Postscript from the Institute of Education Sciences\n# Appendix B: Methods and processes for developing this practice guide\n# Appendix C: Rationale for evidence ratings","[{\"question\":\"What is the main purpose of this practice guide for educators?\",\"answer\":\"It guides educators in implementing teacher-delivered behavioral interventions for students in grades K–5 using research-informed, practical strategies.\"},{\"question\":\"How does the guide recommend educators establish expectations for student behavior?\",\"answer\":\"It recommends co-establishing, modeling, and teaching clear expectations consistent with schoolwide expectations.\"},{\"question\":\"What strategies does the guide include for strengthening student engagement and feedback?\",\"answer\":\"It recommends offering instructional choices, providing frequent opportunities for students to respond and engage, and using behavior ratings to provide feedback.\"}]","Teacher-Delivered Behavioral Interventions in Grades K–5 - A Practice Guide for Educators | PDF",1792062813,418]