Whether teaching in a general educa- tion classroom or in a specialized pro- gram for students with special needs, teachers face a variety of classroom behaviors that can detract from the learning process. At times, they may spend so much time with a few stu- dents who exhibit disruptive and off- task behaviors that they are less avail- able for academic instruction with all students. The research literature provides numerous examples of effective teach- ing strategies that can help teachers address problem behavior in their classrooms. These strategies include manipulating antecedents (i.e., environ- mental factors that are likely to increase a behavior), such as increas- ing opportunities to respond to aca- demic requests (OTRs), and manipulat- ing consequences (i.e., environmental factors that maintain behaviors), such as providing contingent praise. Unfor- tunately, some teachers are not skilled at employing these effective teaching tools in their classrooms. Consider the case scenarios “A Classroom That Works” and “A Classroom With Chal- lenges.” Creating a Positive Climate Through Classwide Interventions Classrooms are dynamic environments in which teachers and students engage in ongoing reciprocal interactions throughout the school day. As indicat- ed in both case scenarios, classes that include classwide effective intervention practices are likely to have positive teacher–student interactions and to promote student learning and engage- ment while minimizing problem behav- iors. However, when classwide inter- ventions are missing from a classroom, teacher–student interactions are likely to become reactively negative (and per- haps even coercive). Such interactions interfere with learning and create a chaotic and aversive classroom atmos- phere. Classwide interventions are a group of research-based effective teaching strategies used positively and preven- tively to promote and reinforce social and behavioral competence in students while minimizing problem behaviors (Farmer et al., 2006). Classwide inter- ventions do not represent a single type of intervention; instead, they include a combination of effective behavior man- agement practices that have a long his- tory in our field, such as using contin- gent and frequent praise, providing OTRs, and applying classroom rules. Classwide Interventions: Universal Classroom Tools for Effective Instruction Teachers should consider the following classwide interventions when imple- menting positive behavior supports: • Using close supervision and moni- toring. • Establishing and teaching classroom rules. • Increasing OTRs. • Increasing contingent praise. • Providing feedback and error correc- tion and monitoring progress. • Implementing the good behavior game (GBG). Close Supervision and Monitoring Close supervision and monitoring gen- erally means that the teacher has active, frequent, and regular engage- 24 COUNCIL FOR EXCEPTIONAL CHILDREN TEACHING Exceptional Children, Vol. 40, No. 6, pp. 24-30. Copyright 2008 CEC. Classwide Interventions Effective Instruction Makes a Difference Maureen A. Conroy Kevin S. Sutherland Angela L. Snyder Samantha Marsh Positive Behavior Interventions and Supports