behavior-specific praise, response to intervention, faculty peer coaching, video self-monitoring, professional development, tiered training
Research suggests a compelling correlation between teacher behavior and effective learning environments. Focusing on the evidence-based teaching skill of offering behavior-specific praise (BSP), the researchers worked with three elementary-level general educators in a tiered model of training generally known as response to intervention (RtI). Although RtI commonly provides targeted instructional support to students, this study used the RtI framework to provide professional development instruction to teachers. The researchers also tracked the behavior of three students identified by the teachers as having behavioral difficulties, who became the focus of each teacher's BSP. Results showed increases in rates of BSP following the Tier 2 and Tier 3 interventions (video self-monitoring and peer coaching), but not following the Tier 1 intervention (school-wide in-service training). Averages for all three students' on-task behavior increased with increased teacher BSP.
Original Publication Citation
Thompson, M. T., Marchant, M., Anderson, D., Prater, M. A., & Gibb, G. (2012). Effects of tiered training on general educators' use of specific praise. Education & Treatment of Children, 35(4), 521-546.
BYU ScholarsArchive Citation
Thompson, M. T.; Marchant, Michelle; Anderson, D.; Prater, Mary Anne; and Gibb, G., "Effects of tiered training on general educators' use of specific praise" (2012). All Faculty Publications. 2043.
West Virginia University Press
David O. McKay School of Education
Counseling Psychology and Special Education
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