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ERIC Number: EJ1187557
Record Type: Journal
Publication Date: 2018-Sep
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-0819
EISSN: N/A
Tactile Prompting and Weekly Performance Feedback for Increasing Teachers' Behavior-Specific Praise
O'Handley, Roderick D.; Dufrene, Brad A.; Whipple, Heather
Journal of Behavioral Education, v27 n3 p324-342 Sep 2018
The school-based consultation literature includes a variety of empirically supported procedures for increasing teachers' implementation of classroom management strategies. However, teachers may respond differently to empirically supported consultation procedures. This study used a multiple baseline design across three elementary teachers to test the effects of a tactile prompting and weekly performance feedback consultation procedure for increasing teachers' behavior-specific praise. Additionally, this study included data for teachers' rate of reprimands and their classrooms' appropriately engaged behavior and disruptive behavior. Results indicated that tactile prompting and weekly performance feedback increased behavior-specific praise for all three teachers. However, a functional relation between tactile prompting and weekly performance feedback and changes in teachers' reprimands and their classrooms' appropriately engaged and disruptive behavior was not established. Implications for applied practice, and limitations and directions for future research are discussed.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A