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Effects of Brief Training Plus Electronic Feedback on Increasing Quantity and Intonation of Behavior Specific Praise among Preschool Teachers
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Gorton, Kathryn; Allday, R. Allan; Lane, Justin D.; Ault, Melinda J. – Journal of Behavioral Education, 2022
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…
Descriptors: Program Effectiveness, Training, Electronic Mail, Feedback (Response)
Effects of Email Performance Feedback on Teachers' Use of Play Expansions
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Gomez, Lauren; Barton, Erin E.; Winchester, Claire; Locchetta, Brandy – Journal of Early Intervention, 2021
The purpose of this study was to examine the effectiveness of email-delivered performance feedback to teachers working in inclusive early childhood classrooms. A concurrent multiple probe across-participants design was used to examine the relation between performance feedback delivered via email and teachers' use of play expansions. Results…
Descriptors: Electronic Mail, Feedback (Response), Job Performance, Inclusion
The Effects of Training and Performance Feedback on Preservice Teachers' Use of Statements That Promote Preschool Children's Social Interactions
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Martinez Cueto, Ana Paula; Barton, Erin E.; Bancroft, Jennifer C. – Journal of Positive Behavior Interventions, 2022
Children who are at risk of or diagnosed with disabilities engage in less frequent and complex peer interactions and social behaviors than their typically developing peers. Inclusive early childhood classrooms are an ideal setting for teachers to use practices that promote social interactions (PPSI) among children with and without disabilities.…
Descriptors: At Risk Students, Students with Disabilities, Peer Relationship, Interpersonal Competence
The Use of Email to Coach Early Childhood Teachers
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Barton, Erin E.; Pokorski, Elizabeth A.; Gossett, Stephanie; Sweeney, Erin; Qiu, Jia; Choi, Gounah – Journal of Early Intervention, 2018
The purpose of this study was to evaluate the use of performance-based feedback (PF) delivered via email on early childhood teachers' sustained use of recommended practices within inclusive early childhood classrooms. A multiple baseline design across behaviors was replicated across three teachers to examine the relation between PF delivered via…
Descriptors: Electronic Mail, Coaching (Performance), Preschool Teachers, Early Childhood Education
The Use of Email to Coach Preservice Early Childhood Teachers
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Barton, Erin E.; Fuller, Elizabeth A.; Schnitz, Alana – Topics in Early Childhood Special Education, 2016
The purpose of this study was to examine the impact of performance feedback on preservice teachers' use of recommended practices within inclusive early childhood classrooms. A multiple baseline design across behaviors was used to examine the relation between performance feedback delivered via email and practicum students' use of target-recommended…
Descriptors: Feedback (Response), Faculty Development, Early Childhood Education, Preschool Teachers