Individualizing Behavior Management: Impact on Student Achievement

Angela Herrmann, Leah Nillas, Faculty Advisor, Leah A. Nillas

Research output: Faculty Advisor of Undergraduate Research


Teachers frequently identify classroom behavior management as an area in which they struggle. According to Shook (2012), twenty percent of new teachers leave the teaching profession within one year because of the difficulties and challenges they face concerning behavior management. A key component to managing a classroom is getting to know your students and their specific needs. In this self-study, I discuss how individualized behavior management approaches affect student achievement. Specifically, I focus on students with Emotional Behavior Disorder (EBD) and explore common behavior management strategies that can be applied in the classroom and their impact on student achievement. I collected and analyzed data from field notes and anecdotal notes, which included documentations of my classroom observations, staff collaboration discussions, and personal teaching experiences. Related to current research, I highlight the importance of individualizing behavior management approaches based on students’ needs. If students’ needs are met, then students are more likely to be academically successful and their achievement will improve.

Original languageAmerican English
StatePublished - Apr 16 2016


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