An Evaluation of the Evidence Base for Performance Feedback to Improve Teacher Praise Using CEC’s Quality Indicators

Sweigart, Chris A.; Collins, Lauren W.; Evanovich, Lauren L.; Cook, Sara Cothren

doi:10.1353/etc.2016.0019

Cited by 26 publications

(35 citation statements)

References 40 publications

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“…2013; Floress et al, 2017;Sweigart et al, 2016) by including a larger search time frame, including studies in pre-K settings and focusing on coaching to increase teachers' use of BSP. The 45 included articles contained 48 studies, 16 (33.33%) of which met 100% of the QIs.…”

Section: Discussionmentioning

confidence: 99%

“…However, Cavanaugh's review differs from the present review in that (a) the definition of feedback used by Cavanaugh was narrower in scope, and (b) Cavanaugh did not apply standards for methodological rigor to individual studies in assessing the evidence base. Sweigart, Collins, Evanovich, and Cook (2016) applied CEC standards to articles meeting inclusion criteria of using performance feedback to increase teacher use of BSP. They defined performance feedback as nonevaluative information based on data collected via observation that seeks to reinforce desired teacher behaviors and correct undesired behaviors.…”

Section: Behavior-specific Praisementioning

confidence: 99%

See 1 more Smart Citation

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

Ennis

Royer

Lane

et al. 2019

Behavioral Disorders

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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.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Behavior-specific Praisementioning

confidence: 99%

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

Ennis

Royer

Lane

et al. 2019

Behavioral Disorders

View full text Add to dashboard Cite

show abstract

“…A coding sheet developed by the first author and used in previous evidence-based reviews (e.g., S. C. Cook, Cook, & Cook, 2017; Sweigart, Collins, Evanovich, & Cook, 2016) was used to rate each QI. All studies were double coded by the first and second author (both of whom have experience in conducting evidence-based reviews) with an overall, interrater agreement of 97.3% (range: 90.9%–100%).…”

Section: Methodsmentioning

confidence: 99%

Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities

Cook

Collins

Morin

et al. 2019

Learning Disability Quarterly

Self Cite

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The purpose of this review is to determine the evidence base classification of schema-based instruction (SBI) as an intervention to improve word problem-solving outcomes in mathematics for students with learning or mathematics disabilities in Grades K–12. Using the Council for Exceptional Children’s quality indicators (QIs) and standards, we reviewed both single-case and group design studies to classify the evidence of SBI. Results of this review indicate that SBI is a potentially evidence-based practice (EBP) for students with learning disabilities. Implications and directions for research and practice are presented.

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“…This review builds on previous reviews of BIE because it includes gray literature and RPF provided with other technology (e.g., visual PF using an iPad). Following a framework presented in a review of PF to improve teacher praise (Sweigart, Collins, Evanovich, & Cook, 2016), we used the Council for Exceptional Children’s (CEC, 2014) Standards for Evidence-Based Practices in Special Education to evaluate the quality of research base on teacher-level interventions to answer two research questions:…”

Section: Purposementioning

confidence: 99%

A Review of the Evidence for Real-Time Performance Feedback to Improve Instructional Practice

Sinclair¹,

Gesel

LeJeune

et al. 2019

J Spec Educ

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In this comprehensive review, 32 studies were identified in which researchers investigated the effect of real-time performance feedback delivered via technology on interventionist implementation of instructional practices. Studies were evaluated for methodological rigor with quality indicators from the Council for Exceptional Children. Twenty-two single case designs and one group design met all quality indicators. The single case designs were analyzed using visual analysis and given success estimates calculated as a ratio of the number of demonstrated effects to potential demonstrations of effect. Methodologically sound evidence indicates that real-time performance feedback is an evidence-based practice for changing interventionist behavior during intervention sessions. Implications for research and practice are discussed.

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An Evaluation of the Evidence Base for Performance Feedback to Improve Teacher Praise Using CEC’s Quality Indicators

Cited by 26 publications

References 40 publications

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

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

Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities

A Review of the Evidence for Real-Time Performance Feedback to Improve Instructional Practice

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