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Professional development to increase teacher behavior‐specific praise: A single‐case design replication
Author(s) -
Gage Nicholas A.,
GrasleyBoy Nicolette M.,
MacSugaGage Ashley S.
Publication year - 2018
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22106
Subject(s) - praise , psychology , multiple baseline design , classroom management , professional development , faculty development , session (web analytics) , single subject design , replication (statistics) , warrant , behavior management , medical education , mathematics education , developmental psychology , pedagogy , social psychology , intervention (counseling) , psychotherapist , medicine , psychiatry , world wide web , computer science , financial economics , economics , virology
Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in‐service professional development. In this study, we replicated a targeted professional development approach that included a brief one‐on‐one training session and emailed visual performance feedback to increase novice teachers’ use of behavior‐specific praise, an evidence‐based classroom management skill. Dependent variables collected through direct observation included teachers’ behavior‐specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple‐baseline single‐case design, we found a functional relationship between the targeted professional development and teachers’ increased use of behavior‐specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior‐specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school‐based coaches.