The purpose of this review was to systematically analyze the literature on behavior management training for general educators (Pre-K-12). We identified 74 articles in which general educators were trained to implement a behavior management strategy. General educators were most commonly trained to implement behavior-specific praise (n = 12), Class-Wide Function-Related Intervention Teams (n = 8), or a multi-component intervention package (i.e., a student-level intervention that included a number of strategies; n = 21). The two most common training components were initial training provided in a one-on-one format (n = 30) and the inclusion of ongoing coaching (n = 29). Thirty-nine articles included measures of practitioner fidelity or discrete behaviors (e.g., behavior-specific praise) within the context of an experimental design. We evaluated methodological rigor and evidence of effectiveness of these 39 articles using What Works Clearinghouse standards. Eleven articles included group design studies, nine (81.82%) of which met standards with or without reservations, and four designs had promising evidence of effectiveness. Twenty-eight articles included a total of 49 single-case research designs, of which 27 designs (55.10%) met standards with or without reservations, and 23 designs provided moderate to strong evidence of effectiveness. Directions for future research and implications for the field are provided.

本综述的目的是系统地分析关于普通教育工作者行为管理培训的文献（Pre-K-12）。我们确定了 74 篇文章，其中对普通教育工作者进行了培训以实施行为管理策略。通识教育工作者最常接受的培训是实施特定行为的表扬 ( n = 12)、全班职能相关干预团队 ( n = 8) 或多成分干预包（即，学生级别的干预，其中包括策略数量；n = 21)。两个最常见的培训组成部分是以一对一的形式提供的初始培训 ( n = 30) 和包含持续辅导 ( n =29)。三十九篇文章包括在实验设计的背景下对从业者忠诚度或离散行为（例如，特定行为的表扬）的测量。我们使用 What Works Clearinghouse 标准评估了这 39 篇文章的方法严谨性和有效性证据。11 篇文章包括群体设计研究，其中 9 篇 (81.82%) 符合标准，有或无保留，4 篇设计具有有希望的有效性证据。28篇文章共包含49个单案例研究设计，其中27个设计（55.10%）符合标准，有或无保留，23个设计提供了中到强的有效性证据。提供了未来研究的方向和对该领域的影响。