Abstract
Effective use of classroom management practices is critical to creating positive classroom climates supporting students’ academic and behavioral outcomes, and teachers in rural areas have a strong need for training in classroom management. One classroom management practice with significant support is behavior-specific praise (BSP). Research shows teachers need training to use BSP at high frequencies. Multicomponent training packages with sustained coaching have demonstrated increases in teacher use of BSP, but more flexible training approaches are needed to meet the needs of rural teachers. We used a multiple baseline design to first evaluate the effects of an online module on rural teachers’ use of BSP. Then, we evaluated the additive effects of asynchronous, virtual peer coaching on BSP. Results tentatively suggest the presence of a functional relation between virtual peer coaching and BSP following the online module and suggest the absence of a functional relation between the online module alone and BSP.
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