Abstract
The purpose of this study was to explore the efficacy of iCoaching to increase the use of behavior-specific praise (BSP) by three educators (one teacher, two paraprofessionals) working in a rural center–based classroom for students with emotional and behavioral disabilities using a short, focused professional development and iCoaching. Results of the single-case delayed multiple baseline design study suggest that iCoaching increased BSP delivery by participants. Furthermore, BSP rates were maintained after iCoaching was withdrawn. Implications for using iCoaching with rural educators and future research directions are discussed.
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