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

2020 ◽  
pp. 109830072095193
Author(s):  
Ashley Elizabeth Knochel ◽  
Kwang-Sun Cho Blair ◽  
Donald Kincaid ◽  
Anna Randazzo
Keyword(s):  
Teacher Training ◽  
Performance Feedback ◽  
Classroom Behavior ◽  
Teacher Behavior ◽  
Racial Groups ◽  
Self Monitoring ◽  
Behavior Specific Praise ◽  
The Impact ◽  
Written Performance ◽  
Specific Praise

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.

The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review

2019 ◽  
Vol 45 (3) ◽  
pp. 148-166
Author(s):  
Robin Parks Ennis ◽  
David James Royer ◽  
Kathleen Lynne Lane ◽  
Kristin Diane Dunlap
Keyword(s):  
Professional Development ◽  
Performance Feedback ◽  
Evidence Based Practice ◽  
Teacher Behavior ◽  
Evidence Based ◽  
Behavior Specific Praise ◽  
K 12 ◽  
The Impact ◽  
Specific Praise

In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be a potentially evidence-based practice based on Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education. Research has shown that traditional lecture-style short-duration professional development does not typically lead to lasting change in teacher behavior, but follow-up observations with continued support (e.g., school-wide professional development for all, small group support for some, individualized support for a few) are much more likely to produce desired outcomes. As such, we examined the evidence base for coaching educators to increase behavior-specific praise by applying CEC quality indicators and standards, and concluded that coaching educators to increase behavior-specific praise meets CEC guidelines to be considered an evidence-based practice. Educational implications, limitations, and future directions are presented.

Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise

2019 ◽  
Vol 85 (4) ◽  
pp. 471-489 ◽  
Author(s):  
Andrew M. Markelz ◽  
Jonte C. Taylor ◽  
Tom Kitchen ◽  
Paul J. Riccomini ◽  
Mary Catherine Scheeler ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Special Education Teachers ◽  
Future Research ◽  
Student Behaviors ◽  
Self Monitoring ◽  
Empirically Supported ◽  
Behavior Specific Praise ◽  
The Impact ◽  
Task Behaviors ◽  
Specific Praise

Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers’ use of behavior-specific praise while sustaining intervention long enough until teachers contacted natural maintaining contingencies. We created electronic tactile awareness prompting with self-monitoring (eTAPS) by combining two applications on an Apple Watch. Using a multiple-baseline-across-participants design, this study primarily investigated the effects of eTAPS on special education teachers’ use of behavior-specific praise. Secondarily, this study investigated the impact that behavior-specific praise would have on the on-task behaviors of targeted students with disabilities demonstrating frequent off-task behaviors. Results indicated that eTAPS was effective in increasing and maintaining behavior-specific praise rates. Furthermore, significant increases in student on-task behavior occurred. Implications of results and future research are discussed.

The Effects of a Multicomponent Self-Monitoring Intervention on the Rates of Pre-Service Teacher Behavior-Specific Praise in a Masked Single-Case Experimental Design

2020 ◽  
Vol 22 (4) ◽  
pp. 207-219
Author(s):  
Mary Rose Sallese ◽  
Kimberly J. Vannest
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Visual Analysis ◽  
Management Practice ◽  
Teacher Behavior ◽  
Student Outcome ◽  
Self Monitoring ◽  
Behavior Specific Praise ◽  
Pre Service Teacher ◽  
Specific Praise

The effects of self-monitoring (SM) on teacher behavior are well documented, but previous research does not attempt to control for reactivity as a threat to internal validity. This study examined the effects of a multicomponent SM intervention on the use of a classroom management practice with participant masking to address this absence in the literature. Participating teachers selected between two practices (behavior-specific praise and opportunities to respond). A multiple baseline design across four pre-service teacher interns occurred in general education classroom settings. Participant masking to the purpose of the study precluded exposure to SM, performance feedback, and goal setting. Analyses included an independent visual analysis by three masked raters, an independent quality review for What Works Clearinghouse standards, a nonparametric statistical analysis based on data characteristics, and correspondence reporting between visual and statistical analyses. Overall results indicated an increase in the rate of classroom management practice use by the participants and good social validity across the three constructs. Student outcome data for on-task behavior were inconclusive. Limitations and implications for research and practice are discussed.

Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates

2021 ◽  
pp. 019874292110120
Author(s):  
Margaret T. Floress ◽  
Amy M. Briesch ◽  
Lyndsay N. Jenkins ◽  
Kaylee A. Hampton
Keyword(s):  
General Education ◽  
High School Teachers ◽  
Generalizability Theory ◽  
Teacher Behavior ◽  
School Teachers ◽  
Future Directions ◽  
Teacher Praise ◽  
Behavior Specific Praise ◽  
General Education Classrooms ◽  
Specific Praise

This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimand. Frequency of behavior-specific praise, general praise, and total reprimand were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.

Impact of CW-FIT on Student and Teacher Behavior in a Middle School

2020 ◽  
Vol 22 (4) ◽  
pp. 195-206
Author(s):  
Renee Speight ◽  
Peggy Whitby ◽  
Suzanne Kucharczyk
Keyword(s):  
Middle School ◽  
Behavior Management ◽  
Student Behavior ◽  
Functional Relation ◽  
Teacher Behavior ◽  
School Students ◽  
Adolescent Students ◽  
Behavior Specific Praise ◽  
Classroom Level ◽  
Specific Praise

Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school students would improve with teacher implementation of CW-FIT. A multiple-baseline across conditions design was used to evaluate changes in on-task behavior of adolescent students in sixth and seventh grade from a socioeconomically and ethnically diverse middle school. In addition, the effects on teacher behavior-specific praise statements and teacher reprimands were assessed. Consistent with previous evaluations of CW-FIT, findings indicated a functional relation between the intervention and increases in on-task student behavior. In addition, the findings also showed improvements to teacher behavior with increases in behavior-specific praise statements; however, no effect was observed with teacher reprimands. Social validity measures indicated students and teachers found the intervention favorable. Implications, limitations, and areas for future inquiry are discussed.

Group Contingencies to Increase Appropriate Behaviors in the Classroom: Tips for Success

2017 ◽  
Vol 27 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Robin Parks Ennis
Keyword(s):  
Students With Disabilities ◽  
Academic Engagement ◽  
Visual Display ◽  
Group Contingencies ◽  
Self Monitoring ◽  
Interdependent Group Contingencies ◽  
Behavior Specific Praise ◽  
Specific Praise

Group contingencies are effective classroom-based interventions that can be used to increase the academic engagement of students with disabilities. This article defines and outlines examples of dependent, independent, and interdependent group contingencies. In addition, tips for success, including making reinforcement accessible to students, pairing reinforcement with behavior-specific praise, integrating self-monitoring, and providing a visual display of progress toward reinforcement, are discussed. Strategies for preventing challenges to implementation are also discussed.

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

2021 ◽  
pp. 088840642199433
Author(s):  
Rhonda D. Miller ◽  
Nicole Uphold
Keyword(s):  
Preservice Teachers ◽  
Classroom Behavior ◽  
School Settings ◽  
Direct Observations ◽  
Content Acquisition ◽  
Behavioral Needs ◽  
Behavior Specific Praise ◽  
Multiple Probe ◽  
Classroom Time ◽  
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.

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