The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms

2011 ◽  
Vol 34 (2) ◽  
pp. 209-227 ◽  
Author(s):  
Ellen L. Duchaine ◽  
Kristine Jolivette ◽  
Laura D. Fredrick
Keyword(s):  
Performance Feedback ◽  
Inclusion Classrooms ◽  
Behavior Specific Praise ◽  
Teacher Coaching ◽  
Specific Praise

Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback

2020 ◽  
pp. 109830072095193
Author(s):  
Ashley Elizabeth Knochel ◽  
Kwang-Sun Cho Blair ◽  
Donald Kincaid ◽  
Anna Randazzo
Keyword(s):  
Teacher Training ◽  
Performance Feedback ◽  
Classroom Behavior ◽  
Teacher Behavior ◽  
Racial Groups ◽  
Self Monitoring ◽  
Behavior Specific Praise ◽  
The Impact ◽  
Written Performance ◽  
Specific Praise

This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of BSP and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers’ overall rates of delivering BSP and reducing reprimands; however, substantial disparities in praise delivery were observed among student racial groups across teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior. The results also indicated that teacher perception of student classroom behavior improved, as a result of the teacher training intervention.

Tactile Prompting and Weekly Performance Feedback for Increasing Teachers’ Behavior-Specific Praise

2018 ◽  
Vol 27 (3) ◽  
pp. 324-342 ◽  
Author(s):  
Roderick D. O’Handley ◽  
Brad A. Dufrene ◽  
Heather Whipple
Keyword(s):  
Performance Feedback ◽  
Behavior Specific Praise ◽  
Specific Praise

The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review

2019 ◽  
Vol 45 (3) ◽  
pp. 148-166
Author(s):  
Robin Parks Ennis ◽  
David James Royer ◽  
Kathleen Lynne Lane ◽  
Kristin Diane Dunlap
Keyword(s):  
Professional Development ◽  
Performance Feedback ◽  
Evidence Based Practice ◽  
Teacher Behavior ◽  
Evidence Based ◽  
Behavior Specific Praise ◽  
K 12 ◽  
The Impact ◽  
Specific Praise

In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be a potentially evidence-based practice based on Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education. Research has shown that traditional lecture-style short-duration professional development does not typically lead to lasting change in teacher behavior, but follow-up observations with continued support (e.g., school-wide professional development for all, small group support for some, individualized support for a few) are much more likely to produce desired outcomes. As such, we examined the evidence base for coaching educators to increase behavior-specific praise by applying CEC quality indicators and standards, and concluded that coaching educators to increase behavior-specific praise meets CEC guidelines to be considered an evidence-based practice. Educational implications, limitations, and future directions are presented.

Effects of a Manualized Teacher-Led Coaching Intervention on Paraprofessional Use of Behavior-Specific Praise

2021 ◽  
pp. 074193252110172
Author(s):  
Mary Rose Sallese ◽  
Kimberly J. Vannest
Keyword(s):  
Special Education ◽  
Performance Feedback ◽  
Visual Analysis ◽  
Single Case ◽  
Action Planning ◽  
Future Research ◽  
Coaching Intervention ◽  
Behavior Specific Praise ◽  
Special Education School ◽  
Specific Praise

Paraprofessionals are an essential part of special education. School districts increasingly rely on paraprofessional support to meet students’ needs, but formal professional development opportunities vary. A lack of training in effective instructional strategies is potentially problematic for the efficacy of support staff. A multiple-baseline across participants single-case research design examined the effects of a manualized teacher-to-para coaching intervention to increase the rate of behavior-specific praise by paraprofessionals. Participant dyads (paraprofessionals and special education teachers) taught in a rural public elementary school serving third- through fifth-grade students. The collaborative multicomponent training program included self-monitoring, performance feedback, goal setting, modeling, and action planning. Analyses encompassed primary author visual analysis, masked visual analysis by three independent raters, and nonparametric statistical analysis. The intervention resulted in increased use of behavior-specific praise across all four paraprofessionals and participants indicated good social validity. Discussions include implications for future research and practice.

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