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Emailed Prompt Package To Increase Alternative School Educators’ Use Of Behavior Specific Praise, Chelsea Johnson
Emailed Prompt Package To Increase Alternative School Educators’ Use Of Behavior Specific Praise, Chelsea Johnson
Dissertations
Alternative school educators are often placed in alternative education settings with minimal training or support to manage disruptive behaviors in the classroom. To combat this, school-based consultation may be provided to assist alternative school educators with classroom management strategies. However, face-to-face consultation may be limited due to the numerous responsibilities placed on school-based consultants. Behavior specific praise (BSP) is a strategy that is recommended, but often provided at low rates. To address these barriers, previous literature has examined the use of emailed prompts to increase treatment integrity, feasibility, and acceptability of a variety of evidence-based interventions. A concurrent multiple baseline …
Enhancing Teacher Delivery Of Behavior Specific Praise With Performance Feedback And Self-Monitoring, Ky’Aria Moses
Enhancing Teacher Delivery Of Behavior Specific Praise With Performance Feedback And Self-Monitoring, Ky’Aria Moses
Masters Theses
Teachers receive a number of professional development trainings and consultations to develop or enhance their repertoire in various evidenced based practices (EBP) and classroom management strategies. Nevertheless, teachers’ adherence to strategies learned during trainings often decline when external supports are removed (Codding et al., 2015; Oliver et al., 2015) which may lead to challenges in the consistent and accurate implementation of EBP in classroom settings (Shernoff et al., 2020). Performance feedback and self-monitoring have been used to address these challenges and promote teachers’ use and fidelity of EBP in the classroom (Scheeler et al., 2004; Oliver et al., 2015). The …
Effects Of Electronic Feedback On Increasing Positive Interactions Among Pre-School Teachers And Their Students, Kathryn Gorton
Effects Of Electronic Feedback On Increasing Positive Interactions Among Pre-School Teachers And Their Students, Kathryn Gorton
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of this study was to examine the effects of e-mail specific performance feedback (ESPF) on increasing the quantity and quality of pre-school teacher behavior specific praise (BSP) using a multiple probe design across 4 general education pre-school classrooms which included students with and without disabilities. Researchers also wanted to examine the effects of the teacher’s BSP on student’s task engagement during class activities. Results indicated a functional relation between ESPF and increasing the quantity and quality of BSP statements. Results also indicated that increased quantity and quality of BSP statements increased average task engagement across all student participants.