Targeted and Intensive Consultation for Increasing Head Start and Elementary Teachers' Behavior-Specific Praise

Autor/inn/en	LaBrot, Zachary C.; Dufrene, Brad A.; Whipple, Heather; McCargo, Morgan; Pasqua, Jamie L.
Titel	Targeted and Intensive Consultation for Increasing Head Start and Elementary Teachers' Behavior-Specific Praise
Quelle	In: Journal of Behavioral Education, 29 (2020) 4, S.717-740 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-019-09342-9
Schlagwörter	Classroom Techniques; Positive Reinforcement; Preschool Teachers; Elementary School Teachers; Student Behavior; Behavior Problems; Behavior Modification; Program Effectiveness; Consultation Programs; Teacher Behavior; Training; Faculty Development; Feedback (Response); Prompting + Suchen Sie Ihr Suchwort? Klassenführung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Fachberatung; Teacher behaviour; Lehrerverhalten; Ausbildung; Benutzerführung
Abstract	School-based consultation is effective for improving teachers' use of evidence-based classroom management strategies. However, teachers often respond differentially to varying types of consultation strategies. This study utilized a multiple baseline design across four teachers (i.e., two preschool and two elementary) to examine the effectiveness of a tiered consultation model for increasing teachers' rate of behavior-specific praise and concomitant child outcomes. Tiers in this study included large-group didactic training (Tier 1), digital performance feedback (Tier 2), and a tactile prompt (Tier 3). Results indicated that three of four teachers increased their rate of behavior-specific praise during Tier 2 consultation, with two maintaining following termination of Tier 2 consultation. One teacher required Tier 3 consultation, which resulted in increased rates of behavior-specific praise. Furthermore, results indicated that children's display of appropriately engaged behavior increased and disruptive behavior decreased in three of the four classrooms. Implications for practice, limitations, and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01