Teachers typically enter the field with limited training in classroom management, and research demonstrates that training alone does not result in improved practice. Typically, researchers have relied on time-intensive training packages that include performance feedback to improve teachers’ use of classroom management practices; however, initial evidence suggests that self-management may be an effective and efficient alternative. In this study, the authors directly compared the effects of three different self-monitoring conditions (tally, count, and rate) and no self-monitoring on five middle school teachers’ rate of specific praise using an alternating treatments design. The authors also included baseline and follow-up phases to descriptively explore the effects of self-monitoring across time. Results indicate that noting each instance of specific praise by either tallying or using a counter resulted in optimal performance, and teachers preferred using a counter. Additional study results, limitations, and implications are discussed.
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