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Foundational Behavioral Tools for Navigating Classroom Crises.

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Title: Foundational Behavioral Tools for Navigating Classroom Crises.
Authors: Mathieu, Reva1 (AUTHOR), Johnson, Paige2 (AUTHOR), McGoey, Kara E.3 (AUTHOR)
Source: Communiqué (0164-775X). Oct2025, Vol. 54 Issue 2, p20-23. 4p.
Subject Terms: *Classroom management, *Special education, *Teacher development, *COVID-19 pandemic, *Best practices, *School psychologists, *Student engagement, Social skills
Abstract: The article focuses on behavior-based strategies that school psychologists can employ to support teachers and paraprofessionals in managing challenging classroom environments and promoting student growth. It highlights the experiences of an early career school psychologist, Kayla, who faces difficulties in addressing chronic behavioral issues among students, particularly in a special education setting. The article discusses the impact of the COVID-19 pandemic on students' social-emotional skills and outlines various interventions, such as reinforcement techniques and group contingency systems, that can be tailored to meet the unique needs of students while alleviating teacher burnout. Overall, it emphasizes the importance of implementing evidence-based practices to create positive classroom environments and support educators effectively. [Extracted from the article]
Copyright of Communiqué (0164-775X) is the property of National Association of School Psychologists and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Foundational Behavioral Tools for Navigating Classroom Crises.
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  Data: <searchLink fieldCode="AR" term="%22Mathieu%2C+Reva%22">Mathieu, Reva</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Johnson%2C+Paige%22">Johnson, Paige</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McGoey%2C+Kara+E%2E%22">McGoey, Kara E.</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Communiqué+%280164-775X%29%22">Communiqué (0164-775X)</searchLink>. Oct2025, Vol. 54 Issue 2, p20-23. 4p.
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  Data: *<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Best+practices%22">Best practices</searchLink><br />*<searchLink fieldCode="DE" term="%22School+psychologists%22">School psychologists</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The article focuses on behavior-based strategies that school psychologists can employ to support teachers and paraprofessionals in managing challenging classroom environments and promoting student growth. It highlights the experiences of an early career school psychologist, Kayla, who faces difficulties in addressing chronic behavioral issues among students, particularly in a special education setting. The article discusses the impact of the COVID-19 pandemic on students' social-emotional skills and outlines various interventions, such as reinforcement techniques and group contingency systems, that can be tailored to meet the unique needs of students while alleviating teacher burnout. Overall, it emphasizes the importance of implementing evidence-based practices to create positive classroom environments and support educators effectively. [Extracted from the article]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Communiqué (0164-775X) is the property of National Association of School Psychologists and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187952726
RecordInfo BibRecord:
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      – Code: eng
        Text: English
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        PageCount: 4
        StartPage: 20
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      – SubjectFull: Classroom management
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: COVID-19 pandemic
        Type: general
      – SubjectFull: Best practices
        Type: general
      – SubjectFull: School psychologists
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      – SubjectFull: Student engagement
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      – SubjectFull: Social skills
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      – TitleFull: Foundational Behavioral Tools for Navigating Classroom Crises.
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            – D: 01
              M: 10
              Text: Oct2025
              Type: published
              Y: 2025
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