Teaching self‐management strategies to upper‐elementary students: Evidence of promise from the <i>We Have Choices</i> program

Student behavior problems in general-education classrooms present a major barrier to effective teaching. Behavior challenges, such as disruptions, noncompliance, and peer conflicts, reduce instructional time, whereas prosocial behaviors, paying attention, being ready work, asking for help, participating class, completing homework, improve academic performance. Most interventions developed address student were not designed students typical classrooms. The purpose of this paper is preliminary results from novel intervention enhance behavioral self-management skills among all upper-elementary We Have Choices, universal intervention, was increase students' capacity make appropriate choices decrease teachers' responsibility by transferring management students. An initial randomized controlled trial with 86 fourth- sixth-grade teachers 2055 suggested that Choices associated improvements student-reported use strategies, teacher-reported behavior, self-efficacy instruction. Teachers gave the program high scores social validity, suggesting good fit their