EDST5133

EVIDENCE-BASED PRACTICE ASSESSMENT

Name: Duc Minh Vu

Tutorial time: Wednesday 11am-12pm.

Part 1 Directions: Choose three evidence-based practices from the list below. Research to find a journal article that supports the use of
each one. These articles should be current (within the past ten years) and from a peer-reviewed journal. Use the information in the
article to complete the matrix on the following page.

1. Physical layout of the classroom is designed to be effective

2. Predictable classroom routines
3. Class expectations
4. Active supervision
5. Opportunities to respond
6. Specific praise
7. Prompts and/or precorrections
8. Error corrections
9. Social skills training
10. Positive reinforcement systems/token economies
Section EBP 1
Reference (APA Margaret T. Floress, Angela L. Rock &
Style) Assegedech Hailemariam (2017) The
caterpillar game: a classroom
management system. Psychology in the
schools, 54(4), 385-403.
Name and Token Economies
description of This article explored token economies by
program or practice looking at the caterpillar game as a
practise to reduce student disruptive
behaviour. The caterpillar game is visual
chart representing a caterpillar with 7
body segments and a head. When
EBP 2
Hayden T. & D.Kroeger T. (2015)
Active Supervision, Precorrection, and
Explicit Timing: A High School Case
Study on Classroom Behavior.
Preventing School Failure, 60(1), 70-78.
Active Supervision
This article explored the use of Active
Supervision to reduce student
inappropriate student behaviour and
transition time between class activities.
According to the study, active
supervision involves the teacher to walk
EBP 3
Yvonne H.M., van den Berg,Antonius
H.N. and Cillessen (2015) Peer status
and classroom seating arrangements: A
social relations analysis. Journal of
Experimental
Child Psychology,130(2015), 19-34.
Physical Classroom Layout
This article explored how seating
arrangements affected student’s
relationship with each other with
suggesting implications that help
teachers to arrange classroom layout.
The research focused on answering the
 students engaged in an appropriate
behaviour, teacher would provide
behaviour-specific praise and moved the
butterfly token up 1 segment toward the
head. If student broke a class rule, token
would move down 1 segment away from
the head. At the end of the classroom
activity, if the token had reached the
caterpillar's head, the teacher selected a
student to pull a reward activity card and
the entire class participated in a quick,
no‐cost, fun activity.
Participants and The study took place in a mainstream
setting first grade classroom during normal
school hours. The participated teacher
was a first-year teacher who was
interested in new classroom management
method to reduce student’s disruptive
around the classroom, virtually sweep
the classroom, interact with students and
provide acknowledgement for correct
academic and social behaviours.
The study took place in a mainstream
high school, with an average daily
attendance of 517 students. Three
teachers participated, including a lead-
teacher, a co-teacher and a student
teacher. All three teachers co-taught
two following questions:
- How students’ average distance
to their classmate reflected
students’ liking and associated
popularity?
- How students’ distant to a
specific classmate reflected
students’ liking and associated
popularity?
Two studies were conducted to examine
these questions using two different
scenarios. One was when teachers
determine students’ seatings and the
other situation was when students can
choose their own seats.
For study 1 where teachers determined
the seatings arrangement, 14 fifth and
sixth grade classrooms from 11 different
Netherland primary schools were
selected totalling of 336 students. The
average size of each classroom was 24
 behaviours.
The participated class composed of 9
female-students and 12 male-students,
ranging from 6-8 years old. Four
students were EAL/D, one student
received special education service and
one was being evaluated for special
education service. In terms of ethnicity,
the teacher reported that there were four
African American and the rest was White
or Hispanic students.
Results During baseline, disruptive behaviour
occurred at a high frequency, while the
frequency of teacher’s praise was low.
After the game was introduced during
intervention, the percentage of disruptive
behaviour decreased immediately and
significantly, while there was a sharp
increase in teacher’s use of behaviour-
specific praise. These results were still
English and History in 200mins-block
with 60 students for each subject. In
terms of ethnicity, student’s population
in the classroom was 100% Black non-
Hispanic.
Frequency of student behaviours was
measured in afternoon and morning
sessions. During baseline, high
frequency of disruptive behaviours and
high average of transition time were
observed across afternoon and morning
classes. After active supervision was
applied during intervention, both
sessions showed a significant reduction
students ranging from 13-34 students.
For study 2 where students picked their
own seats, 158 students from fifth and
sixth grade classrooms in 4 different
primary schools were chosen. The
classroom size ranged from 19-34
students with a mean of 26 students. The
observation was conducted in the second
semester. None of the participants from
study 1 was selected in study 2.
The results of study 1 showed that
students were liked more by their
classmates when they sat closer to the
center of the classroom, while likeability
was less associated with students seating
towards the boundaries of the classroom.
Also, when two classmates sat closer to
each other, they liked each other more
and perceived each other as popular
 maintained approximately 8 weeks after
intervention.
The teacher also expressed high
satisfaction with the program and its
usefulness.
Ways the EBP can Although this practice was used for
be used to support elementary school students, I will still
student behaviour in use it in my economic and business
your classroom classrooms for year 11 and 12 students
by making suitable changes.
Instead of using the caterpillar image
representation, different concepts will be
used based on class’s preference. i.e. if
in student inappropriate behaviours and
shorter transition time. Unannounced
maintenance checks were conducted
showing that the results were still
preserved throughout the semester. The
participated teachers found the practise
easy and successful to be implemented
with recommendation for other teachers
to use.
I will periodically walk around the class
and constantly scanning at students.
Combining with understanding of
students’ wants and needs, scanning
students’ behaviours and the surrounding
environments will allow me to identify
potential issues that can cause students’
inappropriate behaviour. By providing
prompts or preventing influencing
throughout the school year. There was an
indication that seating arrangements had
more influences when relationships
between students were still developing.
Once, there was a social acceptance of
who was popular and who was not, then
seating arrangements didn’t really have
any effects.
The results of study 2 showed that
students sat next to classmates who were
more popular or who they personally
liked.
As the study suggested that classroom
seating arrangements influenced
students’ exposure to and interactions
with other classmates, I will design a
friendly environment for my classroom
where everyone cooperates with each
other. This is done by randomising
students seatings with different
frequency depending on students’
the class likes Mario game franchise,
then I will the ladder as the visual with
Mario being the token. Alternatively,
more academic related and mature visual
representation can be used, such as:
Pyramid shape with smiley face as the
token. The number of segments in the
game will vary depending on the
difficulty of the inappropriate behaviours
that I am tackling. In general, there are
more segments for simple behaviours,
i.e. raising hand when asking for
something, bring books to class, saying
“please” or “thank you” …, and less
segments for more challenging
behaviours, i.e. doing homework. For the
structure of the game, I will start from
more simple behaviours at the bottom
working towards more difficult
behaviours the top. When I first
introduce the game to students, I can
make it easy to engage them to play the
activities/ factors before they occur, I
will have higher chances to reduce
inappropriate behaviour. For example, if
a student expresses frustration because
he/she doesn’t understand the work, I
will ask the whole class to copy notes
down. While students are doing so, I will
walk to struggling student and provide
support.
However, if students’ behaviour is
already out of order, then I will walk and
stand next the source of the problem. By
just standing next the disruptive
student/s, they will discourage to
continue the disengaged activities. But I
will try to take note of the activity that
cause the disruptive behaviour, so I can
address it in the next lesson. If a student
is totally disengaged or being disruptive
for that particular day, I will just ask the
student if they want to go out to set water different students. This method can also
and talk to the student at the end of the
response, i.e. once every week, once
every 4 weeks…
To randomize the students’ seats, I will
use 2 decks of pair cards (with correct
number of cards for students on each
deck) and do the following:
- After students arrive into
classroom, I will ask one student
to put one deck containing half of
the pairs on each table.
- I will shuffle the other deck
containing the other half of the
pair and hand out one card to
each student.
- Students will look for their card’s
match and sit at the table where
they find their match.
By switching up students’ seats, I
encourage them to socialize and talk to
game then gradually increase the lesson. be used to assign students into pairs and
difficulty of the game. More importantly, When I have to stand still, I will position groups.
I will put the display of this game next a myself in an area where I can see
place where everyone can see it clearly, students clearly. As I have to turn my In additional, I will employ horseshoe
i.e. next to the board. In additional, when back to the class when writing on board, seating arrangements for normal class
students exhibit the required behaviour, I I will be mindful of the students talking activity to encourage class discussion
will provide a behaviour-specific praise behind me. and participation, as well as limiting the
along with the help of body language, i.e. boundaries of the classroom. However, if
“that was wonderful to hear Leon saying students are shy, then I switch to cluster
Thank you” and nodding my head at the seating with a group of 3-4 students per
same time. table. By facing each other students will
communicate better.
The rewards will vary to fit with the
student wants and needs. It can be as
simple as rewarding students with
chocolate, candies, stickers. With food
items, I will make sure that students
don’t have any allergy with any them.
Alternatively, instead of providing
rewards every time when they reach the
top; a token will be provided, and
students can accumulate these tokens to
 exchange for a big reward such as
watching a movie for the next period…
However, movies as rewards must be
appropriate and approved by parents as
well as head teacher or principle.

Group contingency is good strategy to

address the class’s behaviour had in
common, but it may not help with
improving individual behaviour. Also, as
peer pressure may have negative impact
on individual, I will design an extra
individual game for struggling or
problematic student apart from the
general class’ game. This will allow me
to provide a focus on student’s specific
behaviour issue, as well as the students
to progress at their own pace.

Are there any special For this practise, I will need a A3 or A2 If it is a big class, then I will ask a This practise doesn’t need special
materials or supports visual chart showing a ladder with teacher to help me with supervising the material.
that are necessary to different segments and a star as the students.
effectively token. The ladder and the star token can
implement the be changed depending on student’s
practice? preference.
Candies and chocolates as rewards for
students.
How can teachers I will record the occurrence of
track student appropriate behaviors as well as
progress and assess inappropriate behaviors during a 10
the effectiveness of minutes interval before and after the
the EBP? using the game. It can be hard to record
and teaching at the same time, so I will
ask support from other teachers to do the
observations for me. If no support is
available, I will record the video of the
lesson for analysis, with permission from
principal and students’ parents.
Another way to track students’ progress
is by counting how many rewards or
stickers that I have rewarded students
during class. In general, the higher the
rewards I have given out, the more
I will record the occurrence of
problematic behaviours and transition
time during the whole lesson. Data for
multiple continuous lessons will be
collected to analyse for a trend in student
behaviours. If decreasing trend is
observed with reduction in student
inappropriate behaviours, then the
practise will be effective for my
classroom and vice versa. Exact date and
time, as well as other special event
during the lesson, will be noted, as they
might some extra influences on students’
actions.
It can be hard to record and teaching at
the same time, so I will ask support from
It is hard to measure students’ perceived
likeability and popularity. One way is to
apply the method that the author used
which is conducting a questionnaire.
Students will be asked to rate on how
much they like other classmates and how
popularity they perceived other
classmates. The scale will range from 1
(very dislike/ very unpopular) to 7 (very
like/ very popular). Individual answers
will be stored anonymously with consent
from principal and parents. This survey
will provide an indication for me about
peer status and if my seating strategies
are effective in creating a friendly
classroom environment.
 appropriate behavior that students other teachers to do the observations for
exhibit. me. If no support is available, I will
record the video of the lesson for
analysis, with permission from principal
and students’ parents.

Part 2: Discuss the importance of teachers using evidence-based practices, and what they can do to discover what practices have an
evidence base (base your answers on the literature):
The best environment for students to learn is in a well-controlled classroom, however, classroom management can be a challenge for new
teachers (Brown, 2014). Thus, it is important that pre-service teachers equip themselves with evidence-based practices (EBPs) that have sound
experimental design and empirically support, as these practices have been demonstrated to be effective in reducing classroom disruptive
behaviors (Mary, Natalie, Michael, Carolyn, Emily, Lauren, & Nancy, 2017). This paper will discuss the importance of EBPs by using the
examples of active supervision and token economies in classrooms and providing a guide as to how teachers can evaluate whether a practice is
evidence–based or not.

In the medical field, each patient is an individual case for the doctor. Although patients can show common or rare health conditions, they can
respond to treatment in different ways. Thus, doctors will have to use individual diagnosis and treatment for each patient. This provides a model
for teacher as learning doctor (Keith, 2005). Combining with broader social responsibility by preparing students to be active and contributing
citizens in society, teachers should use practices that are backed by the best available evidence, rather than relying on personal preferences and
experience (Mary, Natalie, Michael, Carolyn, Emily, Lauren, & Nancy 2017; Bruniges, 2005) Empirical research provides teachers with access
to knowledge that allows them to make informed decisions about which practice can be effective and which cannot (Sue & Jennifer ,2014).
Knowing their strengths and limitations allows teachers to improve their practice. By accumulating a range of diverse EBPs, teachers can
alternate between practices to fit, as well as identifying student’s needs (Bruniges, 2015). With the right equipment available, a teacher can work
like a learning doctor by making reliable and informed decisions to treat student’s behaviors. More importantly, EBPs engage teachers into
thinking about questions such as: Why is this practice being used? Are there other EBPs that are more effective in improving student’s behavior?
As a result, EBPs encourage teachers to be accountable for their actions.

Similar to health profession, EBPs are crucial in education because they provide effective strategies that support classroom management. Active
supervision is one empirically-supported practice that creates positive influences on student behavior (Simonsen, Fairbanks, Briesch, Myers &
Sugai, 2008). Using mainstream high-school settings, Hayden & D.Kroeger (2015) found that there was an immediate reduction in student’s
disruptive behavior after active supervision was implemented in the classroom. Its effect had also extended to reduction in the amount of
transition time within class which associated with an increase in on-task behavior. Moreover, it was welcome by teachers, as only with a short
training period (i.e., 30 minutes) they could easily apply this strategy, and still be able to maintain its positive effect over an extended period
(over 2 months). Another EBP demonstrated to have an instantaneous and sustained improvements on student’s manner is the use of token
economies, which was validated in a study by Margaret, Angela and Assegedech (2017). Using a caterpillar as visual game presentation for a
mainstream first grade classroom, students are rewarded with an activity of choice whenever they reach the top by expressing appropriate
behaviors. Not only the game significantly enhanced student’s conduct after it was introduced, it also provided an incentive for teachers to praise
the students more which limit the occurrence of disruptive behaviors as an additional effect. The teacher was satisfied with this EBP commenting
on it as being beneficial, effective for which the teacher continued to implement in classroom. These two strategies have further strengthened the
success of EBPs which are embraced by teachers contrasting to the view that EBPs being unrealistic to implement.

On the other hand, there are more downsides to not incorporating research evidence into practice. Examples can be found in health profession,
which is even more serious especially when it is a matter of life and death. Using an armchair analysis instead of applying empirical evidence,
Doctor Benjamin Spock provided an advice for infants to sleep face down that caused nearly sixty thousand deaths due to Sudden Infant Death
Syndrome (SIDS) in USA, UK and Australia (Hempenstall, 2006). Not until almost 20 years later in the 1990’s when this practice was modified
by public campaign, the deaths caused by SIDS was halved within a year. The same issue can be seen in the teaching field, as there are countless
practices that based purely on belief, unsupported by empirical evidence (Hempenstall, 2006). Although the consequences are not as serious as
in health professions, these questionable practices have led to pointless teaching, as well as hindering student’s growth. As a result, there is a
strong urge for educators to employ EBPs across different nations, including Australia. For US, it is required by the 2001 No Child Left Behind
Act that EBPs must be employed by educators to teach students. While for Australia, pre-service teachers are obliged to have management plans
and teaching strategies to support student’s growth and learning before going into practice.

The focus will now turn to how teachers can identify an evidence-based practice, by looking its own definition. Key characteristics can be
outlined for teachers to use in evaluation. Morley D. Glicken (2009, p.21) provided 7 key features that an evidence-based practice should have:
1. Collected knowledge and experiences are used to provide questions that can be answered.
2. Best evidences can be collected to answer questions.
3. These evidences can be analyzed for its research validity, as well as its ability to answer the questions raised.
4. Best evidence can be determined to suit with the client or participants.
5. Client’s/participant’s emotional and social background are taken into consideration.
6. Client/participant involves in decision-making.
 7. Quality of practice is evaluated with specific client/participant.
In additional, Simonsen, Fairbanks, Briesch, Myers and Sugai (2008, p.352) provide 3 more simplified criteria including use of sound
experimental design and methodology, effective demonstration and supported by at least 3 empirical studies in peer-reviewed journals. Some of
the peer-reviewed journals in the area of classroom management and engagement include: Behavior Modification, Behavioral Interventions,
Behavior Therapy… When searching for EBPs in these journals, teachers should include the term “Classroom” when browsing to narrow down
articles related to education profession.

To conclude, as teachers, it is important that we create a well-managed classroom to foster student’s learning. Although classroom management
can be challenging, EBPs provide teachers with strategies identified to be effective in positively influencing student behavior. Based on
literatures that I examined, EBPs should be adopted by teachers more widely for classroom management.

References

Brown L. (2014) Exploring Confidence Levels of Pre-Service Teachers in Physical Education Field Experiences. Journal of Studies in Education,
4(4), 12-19.

Bruniges, M. (2005) An evidence-based approach to teaching and learning. Australian Council for Educational Research.
Fairbanks S., Briesch A., Myers D. and Sugai G. (2008) Evidence-based Practices in Classroom Management: Considerations for Research to
Practice. Education and Treatment of Children, 31(3), 351-380.

Hayden T. & D.Kroeger S. (2015) Active Supervision, Precorrection, and Explicit Timing: A High School Case Study on Classroom Behavior.
Preventing School Failure, 60(1), 70-78.

Hempenstall, K. (2006). What does evidence-based practice in education mean? Australian Journal of Learning Disabilities, 11(2), 83-92.

Keith Taber (2005) Developing teachers as learning doctors. Teacher Development, 9(2), 219-235.

Margaret T. Floress, Angela L. Rock & Assegedech Hailemariam (2017) The caterpillar game: a classroom management system. Psychology in
the schools, 54(4), 385-403.

Mary R. Sawye, Natalie R. Andzik, Michael P. Kranak, Carolyn P. Willke, Emily S. L. Curiel, Lauren E. Hensley, & Nancy A. Neef (2017) Improving
Pre-Service Teachers’ Performance Skills Through Behavioral Skills Training. Association for Behavior Analysis International, 10(3), 296-300.

Sue C. O'Neill & Jennifer Stephenson (2014) Evidence-Based Classroom and Behaviour Management Content in Australian Pre-service Primary
Teachers' Coursework: Wherefore Art Thou? Australian Journal of Teacher Educationm, 39(4), 1-22.
Trinder, L (2008) Evidence-based practice: a critical appraisal. John Wiley & Sons, Incorporated.