Increasing Teachers’ Use of Behavior-Specific Praise Using a Multitiered System for Professional Development

Gage, Nicholas A.; MacSuga-Gage, Ashley S.; Crews, Emily

doi:10.1177/1098300717693568

Cited by 52 publications

(70 citation statements)

References 29 publications

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“…The results are congruent with those found in Gage et al. (), but the magnitude of effect was slightly smaller for reasons discussed below. Overall, a functional relationship was established via visual analysis between the targeted PD and teachers’ use of BSP, yet effect sizes were limited given the variability observed in each classroom.…”

Section: Discussionsupporting

confidence: 91%

“…These results paralleled those found by Gage et al. (), although students in the previous study were targeted for being at‐risk for emotional and/or behavioral disorders. The lack of findings may be related to how student data were collected or in the variability observed in teacher behavior changes.…”

Section: Discussionsupporting

confidence: 88%

“…Results of this study provide further support for using performance feedback to increase teachers' use of classroom management skills (Fallon et al, 2015) and additional support for providing that feedback via email (e.g., Gage et al, 2017b;Rathel et al, 2014). Feedback can be delivered by outside consultants, such as university-based research partners, or by internal coaches, including school psychologists, administrators, or lead teachers.…”

Section: Implications For Practicementioning

confidence: 69%

“…All four teachers increased their BSP and maintained the increases during maintenance phases. These positive findings with in-service teachers have been replicated in both pre-kindergarten settings (Artman-Meeker & Hemmeter, 2012; Barton, Pribble, & Chen, 2013;Fullerton, Conroy, & Correa, 2009;Hemmeter, Snyder, Kinder, & Artman, 2011) and general education elementary classrooms (Gage et al, 2017b). In the most recent study, VPF was provided to three second-grade teachers to increase their use of BSP.…”

Section: Professional Development Using Visual Performance Feedbackmentioning

confidence: 90%

“…A series of studies has begun to evaluate a multitiered system for PD (MTS‐PD) model to more efficiently deliver PD based on teacher need (Simonsen et al., ). Recently, Gage, MacSuga‐Gage, and Crews () conducted a study of universal and targeted PD delivered as part of a school‐wide MTS‐PD to increase teachers’ use of BSP. This study is a replication of the targeted PD, defined as brief one‐on‐one PD training followed by ongoing emailed visual performance feedback (VPF) to increase teachers’ use of BSP.…”

mentioning

confidence: 99%

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Professional development to increase teacher behavior‐specific praise: A single‐case design replication

Gage

Grasley-Boy

MacSuga-Gage

2018

Psychology in the Schools

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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.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 88%

Section: Implications For Practicementioning

confidence: 69%

Section: Professional Development Using Visual Performance Feedbackmentioning

confidence: 90%

mentioning

confidence: 99%

See 3 more Smart Citations

Professional development to increase teacher behavior‐specific praise: A single‐case design replication

Gage

Grasley-Boy

MacSuga-Gage

2018

Psychology in the Schools

Self Cite

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Characteristics of research into professional learning across professions: A mapping review

Baumfield

Bethel

Dowek

et al. 2023

Review of Education

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Given the importance of their roles in society, the education of professionals is a central concern for providers and recipients of public services. In this article we consider the contribution of research on professional learning to current debate on the form and content of professional education. This mapping review asked, ‘What does the research literature tell us about the characteristics of research into professional learning across professions?’ We identified and synthesised primary research involving post‐qualification professionals' professional learning. We searched seven databases using terms such as ‘professional learning’, ‘professional development’ and ‘continuing education’ from 2000 to date. We carefully screened articles against agreed criteria, extracted data and mapped the findings. After removing duplicates, 20,616 records remained. After full text screening, 356 articles were included: 266 from teaching (75%), 77 from healthcare (22%) and 13 from another profession or cross‐professional (4%). Three included papers that spanned professions. Only 6% of articles studied the institution as the unit of analysis (rather than the individual). Around half of the included papers (49%) included an intervention. Most teaching interventions were proximal to the workplace whereas most healthcare/other studies were distal to the workplace, perhaps reflecting stage of development of the research field. Our study synthesised a heterogeneous literature to indicate the types or research that are needed to progress the debate. The clear differences in ‘style’ between professions suggested that collaboration could provide mutual benefit. Future research requires studies that report research in ways that lend themselves to evidence synthesis or replication.

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Changing What Teachers Say Changes What They Do: Increasing Their Specific Praise of Student Behavior

et al. 2022

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By differentially reinforcing questionnaire statements that favored teachers' behaviorspecific praise in a multiple-baseline design across participants, we altered the verbal behavior of general education teachers. Our target was a written verbalization favoring the delivery of specific rather than general praise. We then assessed the effects on their spoken interactions with their students. The teachers' specific praise of student behavior increased while reprimands decreased or remained stable. These effects continued after the differential reinforcement procedure was discontinued. The differential reinforcement of verbal behavior is an alternative strategy for adding desired behavior to the repertoires of teachers; it may be more effective than giving instructions about the behavior or directly targeting the behavior itself with differential reinforcement.

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Increasing Teachers’ Use of Behavior-Specific Praise Using a Multitiered System for Professional Development

Cited by 52 publications

References 29 publications

Professional development to increase teacher behavior‐specific praise: A single‐case design replication

Professional development to increase teacher behavior‐specific praise: A single‐case design replication

Characteristics of research into professional learning across professions: A mapping review

Changing What Teachers Say Changes What They Do: Increasing Their Specific Praise of Student Behavior

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