The use of reinforcement is widely researched and has been demonstrated as an effective method to increase desired, appropriate behavior and to decrease problematic behavior at both the individual and group level. This study aimed to identify what types of reinforcement Jordanian preschool teachers employ in the classroom and if they perceive…

Preschool children experience a variety of risk factors that could result in the development of more severe mental and behavioral health issues later in life. Simple, teacher-delivered interventions, such as behavior-specific praise, are effective for altering at-risk preschool children's behavioral trajectory. However, preschool teachers are…

Vestibular input (VI) activities are linked with skill learning, engagement, and communication. This study investigated the influence of VI activities on the responses of non-verbal children with autism spectrum disorders (CWASD) when prompted to request a reinforcer using picture exchange communication. A single subject alternating treatment…

Researchers have identified effective instructional strategies for teaching peer imitation, including embedded classroom-based interventions. However, there is a dearth of strategies that have been effective for teaching generalization of imitation skills to novel contexts. Building on previous research, we examined the use of progressive time…

This study aimed to investigate teachers' intentions when praising students, and to compare these intentions between teachers in pre-primary educational facilities and in elementary schools. It is important to understand intentions of teachers for praising students because it will help them reflect on and improve their behaviors. A total of 166…

Professional development for educators is often not evidence-based and insufficient to improve classroom management skills. Video-analysis has been shown to be effective at improving pedagogy of classroom teachers. We expanded on prior literature by using an early childhood general education teacher. A multiple baseline design across behaviors was…

Non-compliance is a challenge for practitioners serving children with and without disabilities. Many interventions have been developed to increase compliance. High-probability request sequences (HPRS), an antecedent-based intervention that is based on behavioral momentum theory, is one way to increase compliant behavior. HPRS includes the…

The primary purpose of this study was to examine the effects of a brief training plus e-mail-specific performance feedback (ESPF) on increasing preschool teacher's use of behavior-specific praise (BSP) statements. Quantity of BSP was measured using a frequency count, while voice intonation of BSP statements was measured using a voice recording…

This study examined the links between Israeli teachers' perceptions of children with developmental delay (DD) in special education kindergartens and changes in children's development. Participants were 47 teachers and children diagnosed with DD. At Time 1, teachers' perceptions were assessed via the valence of their narrative about the child and…

We report two experiments on the emission of questions to request the names of unfamiliar stimuli by preschoolers. In the first experiment, 19 preschoolers with and without disabilities served as participants. Experiment 1 was a descriptive analysis of whether or not the 19 participants asked questions about unfamiliar pictures and objects in…

A number of researchers have found behavior-specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others.…

It is widely understood that preschool should provide children the mathematical foundational skills necessary for later success. This study examines seven preschool teachers and their use of a variety of pedagogical strategies to develop foundational mathematics concepts. Using a qualitative research design, this study uses the CLassroom…

This study evaluated the effects of using preferred activities with peer support on the social interactions of preschoolers with autism spectrum disorder (ASD) and their typically developing peers. Two preschool-age children with ASD and six peers in an inclusive classroom participated in this study. A multiple-probe single case experimental…

Aiming to inform teaching practices and understand cultural differences, we examined praise practices of high- and low-quality preschool teachers in China. As part of a broader project, we purposefully selected three high-quality and three low-quality teachers based upon their Pre-K CLASS ratings and self-reports, and conducted qualitative…

Professional development (PD), which includes coaching, has demonstrated the capacity to affect preschool teachers' use of evidence-based practices. The present study explored how coaches facilitated conversations within practice-based coaching (PBC) partnerships. A direct behavioral observation coding system was developed to investigate (a) the…