Use Of Behavior-specific Praise Research Articles

The Effects of Temporal Timing of Performance Feedback on Novice Teachers’ Use of Behavior-Specific Praise

The Effects of Temporal Timing of Performance Feedback on Novice Teachers’ Use of Behavior-Specific Praise

Effectiveness of Prompts and Performance Feedback on Teacher’s Use of Behavior Specific Praise and Behavioral Outcomes for Students on the Autism Spectrum

ABSTRACT Over recent decades, numerous evidence-based practices have been identified for supporting students on the autism spectrum. Yet these evidence-based practices are not implemented consistently or as planned in school settings. Implementation prompts and performance feedback show promise for increasing intervention fidelity; however, there are significant gaps in the research regarding the effectiveness of these consultant supports to improve teachers’ implementation of evidence-base practices with students on the autism spectrum. The purpose of the study was to evaluate the effectiveness of two consultant supports, implementation prompts and performance feedback, alone and in combination with one another, in increasing teachers’ use of behavior specific praise (BSP) for students. An A-BC-A-B-C research design was applied. Results of the study provide preliminary evidence that a combination of implementation prompts and performance feedback increased teacher’s use of the evidence-based practice as compared with the implementation prompts and performance feedback only phases.

Child gender and challenging behavior influences early childhood teachers' use of behavior specific praise

AbstractThis study used data from 435 teacher‐child dyads in early childhood classrooms to examine the extent to which teachers' use of behavior specific praise (BSP) with children screened for elevated rates of externalizing behaviors was influenced by the intensity of child challenging behavior and gender. Observational assessments indicated that teachers used BSP infrequently. A multiple regression model revealed a significant association between the interaction of child challenging behavior and gender and teachers' delivery of BSP. An examination of the simple slopes revealed a disordinal interaction where the relation between challenging behavior and teachers' delivery of BSP differed as a function of child gender. These findings point to an increased need for training to support teachers' use of BSP and understanding of the influence of child gender and behavior on the use of BSP.

Emailed Prompts to Increase Alternative School Educators’ Use of Behavior-Specific Praise

Emailed Prompts to Increase Alternative School Educators’ Use of Behavior-Specific Praise

Evaluating the Effects of Online Instruction and Virtual Peer Coaching on Rural Teachers’ Use of Behavior-Specific Praise

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.

Using Behavior-Specific Praise to Support Intrinsic Motivation

This article discusses the use of behavior-specific praise (BSP), an effective technique for promoting prosocial behavior and managing classrooms. It addresses the criticism that BSP may reduce students’ intrinsic motivation and offers directions on how to use BSP to provide students, especially those with challenging behaviors, with useful feedback that encourages them to engage productively in school activities.

Use of Behavior Function and Teacher Practices to Intensify Tier II Intervention: A Comparison of Check-In, Check-Out Adaptations

Within the context of a multi-tiered framework for behavior support, intervention intensification is warranted when a Tier II intervention fails to adequately address a targeted behavior. A traditional approach to intensification is to shift from standardized supports at Tier II to individualized and more resource-intensive supports at Tier III. Recent conceptualizations, however, reflect the use of a process-oriented, adaptive approach in which a continuum of responsive intensifications connects the framework’s tiers. Adaptive intervention design relies on the identification of critical factors to inform responsive adaptations to a standard treatment protocol. This study examined the distinct and relative influence of adaptations to Check In Check Out (CICO), a targeted intervention, informed by two critical factors—behavioral function and teachers’ use of behavior-specific praise. Results indicated that, relative to traditional CICO, CICO adapted to address behavioral function was less effective in producing differentiated levels of disruptive behavior. However, CICO adapted to strengthen a teaching practice—the delivery of behavior of behavior-specific praise—was effective in producing differentiated levels of disruptive behavior relative to the standard treatment protocol. Additional research on treatment adaptations informed by behavioral function and evidence-based teacher practices is needed to evaluate whether the variables may serve as critical factors within an adaptive approach to building treatment intensity at Tier II.

Using Self-Monitoring to Increase Behavior Specific Praise in Elementary Classrooms.

Teachers need simple, easy to implement, evidence-based interventions to use in their classrooms. A single-case multiple baseline across participants design was used to determine if the use of self-monitoring in isolation would increase educators' use of behavior-specific praise (BSP). Participants tracked their use of BSP using a hand counter when they taught content area classes (i.e., science, social studies) and during a time of transition during the generalization phase. An increase in educators' rate of BSP was seen when self-monitoring was used. Data revealed that the rate of BSP per minute was higher during the generalization phase than the intervention phase. • Cost and time efficient way to: - Teach self-monitoring - Increase staff use of BSP - Generalize use of BSP.

Effects of eCoaching on the Occurrence, Equity, and Variety of Behavior Specific Praise During Mursion™ Simulations

Engaging in deliberate practice opportunities during special education teacher preparation may increase the implementation and sustainability of evidence-based practices with fidelity in K-12 classrooms. We used a concurrent multiple baseline design across participants to evaluate the effects of providing immediate feedback through eCoaching with online Bug-In-Ear (BIE) technology on special education teacher candidates’ acquisition and sustained use of behavior specific praise (BSP) during Mursion™ classroom simulations. We also measured equitable praise rates and used the Behavior Specific Praise Observational Tool (BSP-OT) to evaluate teacher candidates’ praise variety. Results showed a functional relation between the intervention and teacher candidates’ use of BSP. Maintenance, equity, and praise variety data indicated promising social validity findings.

The Disaggregated Effects of Visual Performance Feedback on Teachers' Use of Behavior Specific-Praise and Reprimands.

Behavior-specific praise (BSP) is one of the simplest classroom management strategies to implement and considered an evidence-based practice. Unfortunately, teachers underuse BSP and deliver more reprimands to students in their classrooms. Secondary students receive the highest rates of reprimands and exclusionary discipline (i.e., office discipline referral [ODR], suspension, expulsion) with students of color receiving disproportionate rates compared to their White peers. Performance feedback is a commonly used strategy to change teacher practices however, little is known about the impact of performance feedback on the equitable delivery of BSP and reprimands to students by race and sex. The purpose of this multiple baseline design study was to examine the effects of a visual performance feedback (VPF) intervention with secondary teachers on their equitable delivery of BSP and reprimands and the collateral impacts on student outcomes. In the first phase of intervention, teachers received VPF on their total BSP and reprimands. In the second phase, teachers received disaggregated VPF on their rates of BSP and reprimands delivered to students by race and sex. Results indicate a functional relation between VPF and total BSP and an overall reduction in total reprimands. Mixed results were found between VPF and the equitable delivery of BSP and reprimands rates delivered to students by race and sex. Student outcomes indicated an increase in average class-wide academic engagement and no impact on ODRs as no teacher delivered a single ODR. Key findings, limitations, and future research are discussed.

The Effects of a Video Self-Analysis Package on Pre-Service Teachers’ Use of Behavior-Specific Praise

The Effects of a Video Self-Analysis Package on Pre-Service Teachers’ Use of Behavior-Specific Praise

Increasing teachers' use of behavior specific praise via Apple Watch prompting

AbstractThis study evaluated the effects of a teacher prompting procedure to increase teacher behavior specific praise (BSP) using an Apple Watch. Participants included three Head Start general education teachers. An ABAB design across participants was used to examine the effects of Smart Watch‐based prompts on teachers' praise rate. The study consisted of four phases: (a) baseline, (b) teacher praise training and intervention, (c) withdrawal from intervention, and (d) reimplementation of intervention. Implementation of the intervention was associated with increases in both BSP and general praise for all participating teachers. Although averages did not meet the criterion set by the researcher of one statement per minute, these findings suggest a functional relation between implementation of the procedure and increases in teacher praise.

Effects of a Prompting Intervention on Teachers’ Use of Behavior-Specific Praise in an Urban Preschool

Effects of a Prompting Intervention on Teachers’ Use of Behavior-Specific Praise in an Urban Preschool

Effects of a Manualized Teacher-Led Coaching Intervention on Paraprofessional Use of Behavior-Specific Praise

Paraprofessionals are an essential part of special education. School districts increasingly rely on paraprofessional support to meet students’ needs, but formal professional development opportunities vary. A lack of training in effective instructional strategies is potentially problematic for the efficacy of support staff. A multiple-baseline across participants single-case research design examined the effects of a manualized teacher-to-paraprofessional coaching intervention to increase the rate of behavior-specific praise by paraprofessionals. Participant dyads (paraprofessionals and special education teachers) taught in a rural public elementary school serving third- through fifth-grade students. The collaborative multicomponent training program included self-monitoring, performance feedback, goal setting, modeling, and action planning. Analyses encompassed primary author visual analysis, masked visual analysis by three independent raters, and nonparametric statistical analysis. The intervention resulted in increased use of behavior-specific praise across all four paraprofessionals and participants indicated good social validity. Discussions include implications for future research and practice.

Using Content Acquisition Podcasts to Improve Preservice Teacher Use of Behavior-Specific Praise

With increasing demands for teacher accountability, today’s teachers are tasked with meeting both the academic and behavioral needs of their students. Being able to efficiently manage classroom behavior can maximize classroom time for instruction. In a multiple-probe across participants design study, we investigated the effects of content acquisition podcasts (CAPs) plus video along with coaching feedback on preservice teachers’ use of behavior-specific praise statements. Preservice teachers in elementary, intermediate, middle, and high school settings participated during their final internship in a special education preparation program. Direct observations over a 9-week period showed an increase in the use of behavior-specific praise statements across participants. Implications for research and teacher education are discussed.

Effects of Brief Training Plus Electronic Feedback on Increasing Quantity and Intonation of Behavior Specific Praise Among Preschool Teachers

The primary purpose of this study was to examine the effects of a brief training plus e-mail-specific performance feedback (ESPF) on increasing preschool teacher’s use of behavior-specific praise (BSP) statements. Quantity of BSP was measured using a frequency count, while voice intonation of BSP statements was measured using a voice recording system. A multiple probe design across four preschool teachers who taught in inclusive preschool classrooms was used to evaluate the effectiveness of ESPF on BSP delivery. As an outcome measure, researchers examined whether changes to the teacher’s BSP affected children’s task engagement during class activities. Results indicated a functional relation between ESPF and an increase in the quantity of BSP statements. Voice intonation of BSP statements increased for three participants following ESPF; however, a clear functional relation was not present in the data. Results also indicated that increased quantity and intonation of BSP statements resulted in a tendency for increased mean task engagement across all children; this finding may warrant further investigation. Limitations and future research directions are discussed.

A Conceptual Replication of Targeted Professional Development to Increase Teachers’ Behavior-Specific Praise

Multitiered support for professional development (MTS-PD) is a framework for applying a three-tiered support system to teacher classroom management professional development through targeted training and coaching. In this study, we conceptually replicated two prior MTS-PD studies. Following a school-wide training on behavior-specific praise (BSP), we conducted screening observations to identify teachers in need of additional support. Four teachers were identified and agreed to participate in a multiple-baseline design study focused on providing a targeted PD on BSP followed by emailed and texted visual performance feedback. We observed a functional relation between performance feedback and teachers’ increased use of BSP among participants. Teacher acceptability surveys indicated the teachers approved of the performance feedback intervention and preferred receiving it via text due to ease of access. The results of this study provide further support for the MTS-PD framework along with meaningful considerations for future research. Supplemental data for this article is available online at https://doi.org/10.1080/2372966X.2020.1853486.

Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback

This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of BSP and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers’ overall rates of delivering BSP and reducing reprimands; however, substantial disparities in praise delivery were observed among student racial groups across teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior. The results also indicated that teacher perception of student classroom behavior improved, as a result of the teacher training intervention.

Increasing teachers’ behavior-specific praise using self-monitoring and a peer teacher’s feedback: the effect on children’s academic engagement

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.

Maintenance and Generalization of Preschool Teachers’ Use of Behavior-Specific Praise Following In Situ Training

Preschool children experience a variety of risk factors that could result in the development of more severe mental and behavioral health issues later in life. Simple, teacher-delivered interventions, such as behavior-specific praise, are effective for altering at-risk preschool children’s behavioral trajectory. However, preschool teachers are often not well-trained in the implementation of evidence-based classroom management strategies. The purpose of this study was to test the efficacy of a school-based consultation modality, in situ training, for increasing and maintaining four Head Start teachers’ use of behavior-specific praise. Of particular interest was whether Head Start teachers generalized their use of behavior-specific praise to settings in which in situ training did not occur. Results indicated that all four Head Start teachers increased and maintain their use of behavior-specific praise and generalized their use of praise to settings in which in situ training did not occur. Furthermore, concomitant improvements in the Head Start teachers’ children were observed. Implications, limitations, and directions for future research are discussed.