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. (author abstract)
Targeted and intensive consultation for increasing Head Start and elementary teachers’ behavior-specific praise
Description:
Resource Type:
Reports & Papers
Country:
United States
- Related Resources
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
- You May Also Like
These resources share similarities with the current selection.
Direct behavioral consultation in Head Start to increase teacher use of praise and effective instruction delivery
Reports & Papers
Multitiered consultation to promote preservice teachers’ delivery of behavior-specific praise in early childhood education classrooms
Reports & Papers