Effects of Targeted Professional Development on Teachers’ Specific Praise Rates

2016 ◽  
Vol 19 (1) ◽  
pp. 37-47 ◽  
Author(s):  
Brandi Simonsen ◽  
Jennifer Freeman ◽  
Kathryn Dooley ◽  
Eleanor Maddock ◽  
Laura Kern ◽  
...  

Classroom management continues to be a concern for educators, administrators, and policymakers. Although evidence-based classroom management practices exist, teachers often receive insufficient training and support to implement these practices successfully. Schools need reliable and efficient ways to support teachers’ classroom management. This study employed a multiple baseline design across elementary teachers to investigate the effect of targeted professional development (TPD), an efficient approach that incorporated self-management and email prompts, on teachers’ rates of specific praise. We replicated this study at a second elementary school to provide additional evidence of the efficacy of TPD. Across teachers in both schools, data support a functional relation between TPD and an increase in teachers’ use of specific praise.

2019 ◽  
Vol 22 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Brandi Simonsen ◽  
Jennifer Freeman ◽  
Diane Myers ◽  
Kathryn Dooley ◽  
Eleanor Maddock ◽  
...  

Teachers receive limited training and support in classroom management, making it incumbent on school leaders to provide efficient and effective professional development supports. We explored the effects of a brief targeted professional development (TPD) approach (brief training, email prompts, and self-management of trained skills) on teachers’ use of three empirically supported classroom management skills (prompts, opportunities to respond [OTR], and specific praise). Using an experimental crossover design, we documented that teachers increased their prompt and specific praise rates while they actively engaged in TPD. However, training effects did not maintain when TPD shifted to a new skill and teachers’ increased use of OTRs during TPD was neither statistically significant nor maintained. Teachers found TPD to be acceptable, usable, and feasible.


2021 ◽  
pp. 875687052098230
Author(s):  
Kathleen M. Randolph ◽  
Caroline Sutton Chubb ◽  
Brittany L. Hott ◽  
Elisa Cruz-Torres

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.


2018 ◽  
Vol 39 (3) ◽  
pp. 144-157 ◽  
Author(s):  
Jennifer Freeman ◽  
Jennifer Kowitt ◽  
Brandi Simonsen ◽  
Yan Wei ◽  
Kate Dooley ◽  
...  

In areas of emerging research, such as supporting teachers’ classroom management, replication of research is critical to ensuring that recommendations for the field are based on sound science and appropriate for the contexts to which they are being applied. This article describes a replication of research on efficient professional development supports for teachers’ classroom managements in a new context: high school classrooms. Data did not support a functional relation between teachers’ use of specific praise and the targeted professional development and self-management in the high school setting. Results of this study highlight the critical importance of replication in education research. Based on our findings and our experience conducting this study, we suggest several possible adaptations may be necessary for successful replication at the high school level.


2017 ◽  
Vol 20 (1) ◽  
pp. 43-59 ◽  
Author(s):  
Lisa M. Hagermoser Sanetti ◽  
Kathleen M. Williamson ◽  
Anna C. J. Long ◽  
Thomas R. Kratochwill

Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical intervention implementation planning and identification of implementation barriers, and participant modeling, a strategy involving didactic and in vivo intervention training, on teachers’ implementation of an evidence-based classroom management plan. A randomized multiple treatment embedded within a multiple baseline design across participants was used to assess (a) teachers’ adherence to the classroom management plans and quality of implementation and (b) student disruptive behavior in the classroom immediately and at follow-up. Results indicated that teachers’ adherence and quality increased with both implementation planning and participant modeling, but these improvements were not fully maintained at 1- and 2-month follow-up. A similar pattern in student disruptive behavior was also observed. These findings highlight the need for ongoing implementation support for behavioral interventions in schools. Implications for future research and practice are discussed.


2018 ◽  
Vol 44 (2) ◽  
pp. 107-116 ◽  
Author(s):  
Talida M. State ◽  
Brandi Simonsen ◽  
Regina G. Hirn ◽  
Howard Wills

Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and internalizing behavior problems, gaps in academic achievement, and increased rates of dropping out of school. Thus, it is essential that students with EBD receive evidence-based academic and behavioral supports from skilled and knowledgeable teachers to improve student outcomes. Unfortunately, teachers typically receive limited professional development in classroom management practices and other supports targeting the unique needs of students with EBD. In this manuscript, we describe (a) challenges in the field related to supporting students with EBD, (b) current practices in professional development, (c) a multitiered-system-of-support framework for organizing and providing professional development, and (d) the need for more research on efficient and effective professional-development supports for teachers of students with EBD.


1989 ◽  
Vol 14 (2) ◽  
pp. 147-154 ◽  
Author(s):  
Martin Agran ◽  
Julie Fodor-Davis ◽  
Stephen Moore ◽  
Marlene Deer

The effects of a multicomponent self-management program on the instruction-following behaviors of five students with moderate to severe intellectual disabilities are investigated in a vocational skills training program that included self-generated verbal prompts, picture cues, double instructions, and reinforcement. Training components for individual participants were added as needed to facilitate task performance. The percentage of appropriate responses to both trained and untrained instructions was evaluated within a multiple baseline design. Results demonstrated that training was effective in teaching the students to respond appropriately to instructions. Furthermore, the findings suggested that the students learned to respond to novel instructions. Suggestions for using flexible self-management programs, in which training components are established as effective for individual participants, are discussed.


2012 ◽  
Vol 37 (2) ◽  
pp. 87-98 ◽  
Author(s):  
R. Allan Allday ◽  
Kim Hinkson-Lee ◽  
Tina Hudson ◽  
Shelley Neilsen-Gatti ◽  
Andrew Kleinke ◽  
...  

Students identified with or at risk for Emotional/Behavioral Disabilities (EBD) are being included in the general education classroom with teachers who have little training or exposure to characteristics of and interventions for students with EBD. In this study, we used a simple professional development intervention to train teachers to better use behavior-specific praise (BSP) in their classroom. A modified multiple baseline design was conducted across four teachers and seven students. Three students were identified with EBD and four were considered at risk for EBD. The goal of the study was to increase the rate of BSP delivered to all students in the classroom and determine the effects of increased BSP on students with or at risk for EBD. Results of the study show that, following the teacher training, teachers increased BSP and target students increased their task engagement. In addition to increases in BSP, the use of corrective statements decreased following the training.


2016 ◽  
Vol 36 (4) ◽  
pp. 192-204 ◽  
Author(s):  
Courtney A. Wright ◽  
Ann P. Kaiser

Measuring treatment fidelity is an essential step in research designed to increase the use of evidence-based practices. For parent-implemented communication interventions, measuring the implementation of the teaching and coaching provided to the parents is as critical as measuring the parents’ delivery of the intervention to the child. Both levels of measurement are important in translating research into effective practice. In a single-case multiple-baseline design, the effectiveness of the teach-model-coach-review model for teaching Enhanced Milieu Teaching (EMT) Words and Signs to parents of young children with Down syndrome was evaluated. Implementation of parent training was completed with high fidelity. In addition, there was a functional relation between the implementation of the parent training and parents’ use of the specific EMT intervention strategies. The findings of this study replicate and extend previous studies suggesting systematic teaching and coaching can be effective in improving parent use of naturalistic communication strategies.


1982 ◽  
Vol 10 (3) ◽  
pp. 273-287 ◽  
Author(s):  
Matthew R. Sanders

This study examined the generalization effects of two parent training phases (instructions plus feedback and self-management training) on parents implementation of behavior modification skills in extra training settings in the community. Using a multiple baseline design across families two families were sequentially introduced to each training condition. Instructions plus feedback provided home-based training to the parents in both stimulus control techniques (instruction giving, prompting) and the use of consequences (reinforcement reprimands, extinction and time-out). Self-management training involved teaching parents to manage their own behavior in specific parenting situations. Training involved teaching parents self-monitoring, goal setting, and planning skills specific to their performance of parenting skills in a range of community settings.


Sign in / Sign up

Export Citation Format

Share Document