Abstract
This study examined the effects of teacher self-monitoring combined with peer teacher feedback on their use of behavior-specific praise (BSP). We also examined its effect on children’s academic engagement. The study was conducted in general education classrooms at a Japanese elementary school using a multiple-probe design across participants. Participants included two teachers and 57 children in first and second grade. After the baseline phase, an intervention based on a self-monitoring procedure and peer teacher feedback was implemented to increase teacher use of BSP. Both teachers’ BSP use and children’s academic engagement increased post-implementation; similar effects were maintained in a follow-up session two months later.
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