Toolkit to Support Teachers’ Use of Behavioral Classroom Interventions: Results from a Randomized Pilot Trial

Lawson et al. (2025) built a grab-and-go toolkit for K-the teachers. It bundles Tier 1 and Tier 2 PBIS moves like precorrection, behavior-specific praise, and quick FBA forms.

Twenty-one teachers were picked at random to get the PBMT pack. The team watched how well teachers used it and tracked kids with ADHD or other externalizing behaviors.

Teachers said the toolkit was easy and useful. Their fidelity scores rose after training and stayed up at nine-week check-ins.

Kids' behavior charts, however, told a mixed story. Some improved, some stayed the same. The sample was small, so the authors call it a promising pilot, not proof.

Foti et al. (2015) first argued that school-wide PBIS is simply ABA at scale. Lawson gives teachers the actual tools to make that claim real in one classroom.

Kok et al. (2026) looked at 270 single-case studies and found that classroom interventions cut externalizing behaviors during treatment, yet gains faded once sessions stopped. PBMT's mixed student data line up with that warning: teacher skill is only half the battle; maintenance plans are still missing.

Mammarella et al. (2022) scouted 55 function-based intervention studies and saw most lacked ecological validity. Lawson flips the script by designing procedures inside real classrooms from day one, showing how to close that gap.

You now have a free, modular kit that boosts teacher fidelity without long workshops. Pair it with simple maintenance prompts—like weekly two-minute self-checks—to stop the fade-out Kok spotted. Start with one class, track fidelity first, then add student data once teachers hit a large share for two weeks.