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Signage as a Classroom Prompt: An Evidence-Based Practice?
Abstract
No Child Left Behind emphasizes evidence-based practice (EBP) as a benchmark for educational interventions. Research summaries and meta-analyses have been forthcoming for teachers in content areas like reading and mathematics instruction. Less has been summarized about strategies for promoting targeted classroom behaviors. Visual prompts, in the form of signage, are explored as potentially effective strategies for facilitating a well run classroom. Single-subject design studies that provide initial support for signage in promoting target behaviors are described. Variables from these studies are considered as they may be related to an effective classroom environment.
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