iCoaching Behavior-Specific Praise in a Rural Classroom

2021 ◽  
pp. 875687052098230
Author(s):  
Kathleen M. Randolph ◽  
Caroline Sutton Chubb ◽  
Brittany L. Hott ◽  
Elisa Cruz-Torres
Keyword(s):  
Professional Development ◽  
Single Case ◽  
Multiple Baseline ◽  
Future Research ◽  
Emotional And Behavioral Disabilities ◽  
Research Directions ◽  
Baseline Design ◽  
Behavior Specific Praise ◽  
Future Research Directions ◽  
Specific Praise

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 Furthermore, BSP rates were maintained after iCoaching was withdrawn.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.

Achieving Excellence in Teaching

2013 ◽  
pp. 280-290
Author(s):  
Iain Doherty
Keyword(s):  
Professional Development ◽  
Systemic Change ◽  
Future Research ◽  
Teaching Improvement ◽  
Research Directions ◽  
Teaching Culture ◽  
Future Research Directions ◽  
Educational Professional ◽  
Excellence In Teaching

The purpose of this chapter is to examine the challenges of achieving systemic change in the teaching culture of a research-intensive university. The chapter makes use of a teaching improvement case study to identify both the challenges and the solutions to engaging academics in a research-intensive university with educational professional development. Ongoing issues are identified and future research directions are presented.

Videos as Tools of Expertise-Based Training (XBT) for the Professional Development of Teachers

2017 ◽  
pp. 255-271
Author(s):  
Hatice Sancar-Tokmak
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
Design Theory ◽  
Working Life ◽  
Future Research ◽  
Research Directions ◽  
Use Of Technology ◽  
Professional Development Of Teachers ◽  
Service Training ◽  
Future Research Directions

Teachers are the main foundations of the education system, and their professional development during their working life is vital in ensuring the success of any attempts to change that system. It is for this reason that in-service training is high on the agenda of most countries, although previous studies have shown that teachers are unable to transfer the knowledge they gain through in-service training to in-class activities, as more long-lasting help is required. One way in which teachers can be provided help in this regard is through the use of technology in line with a strong instructional design theory. This chapter aims to address this issue by showing how videos can be used in the professional development of teachers as part of an expertise-based training (XBT) program. The chapter is compiled in seven main parts: 1) Introduction 2) Background 3) Main Focus of the Chapter 5) Solutions and Recommendations 6) Future Research Directions, and finally, 7) Conclusions.

Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD

2012 ◽  
Vol 37 (2) ◽  
pp. 87-98 ◽  
Author(s):  
R. Allan Allday ◽  
Kim Hinkson-Lee ◽  
Tina Hudson ◽  
Shelley Neilsen-Gatti ◽  
Andrew Kleinke ◽  
...  
Keyword(s):  
At Risk ◽  
General Education ◽  
General Educators ◽  
Multiple Baseline ◽  
Baseline Design ◽  
General Education Classroom ◽  
Behavior Specific Praise ◽  
Use Behavior ◽  
Specific Praise ◽  
Students With Ebd

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.

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 ◽  
...  
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Management Practices ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Self Management ◽  
Baseline Design ◽  
Training And Support ◽  
Targeted Professional Development ◽  
Specific Praise

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.

Increasing Social Communication of Students With Intellectual Disability in Rural College Classrooms

2021 ◽  
pp. 875687052110279
Author(s):  
Karen H. Douglas ◽  
Whitney A. Idol ◽  
Yun-Ching Chung
Keyword(s):  
Intellectual Disability ◽  
Social Communication ◽  
Single Case ◽  
Training Session ◽  
Future Research ◽  
Baseline Design ◽  
College Classrooms ◽  
Brief Training ◽  
Future Research Directions ◽  
Rural College

As more students with an intellectual disability are attending postsecondary programs at colleges and universities, these students are presented with new opportunities for socialization (e.g., conversing with peers and faculty across campus environments, joining organizations of interest, and participating in campus events). The generalization of social skills to new settings and classrooms with unfamiliar people may be challenging for some individuals with an intellectual disability. We conducted a single-case study using a multiple baseline design across student and peer pairs to evaluate the effects of peer training on the social communication of students in rural college classrooms. Specifically, we collected data on students taking three or more turns during conversations, initiating or responding to their peer partners, and discussing academic or social topics (communication function) using partial interval recordings. After a brief training session with peers, all students increased the percentage of intervals taking three or more turns, with the majority of student responses focusing on academic content. We concluded the article by discussing key findings, limitations, future research directions, and implications for practice.

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

2021 ◽  
pp. 074193252110172
Author(s):  
Mary Rose Sallese ◽  
Kimberly J. Vannest
Keyword(s):  
Special Education ◽  
Performance Feedback ◽  
Visual Analysis ◽  
Single Case ◽  
Action Planning ◽  
Future Research ◽  
Coaching Intervention ◽  
Behavior Specific Praise ◽  
Special Education School ◽  
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-para 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.

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