The Effect of Immediate or Delayed Video-Based Teacher Self-Evaluation on Head Start Teachers’ Use of Praise

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

“…For example, Da Fonte and Capizzi (2015) had four or more data points per phase and observed 36% of sessions across phases and participants for IOA, which was consistently above 90% (range = 88%–100%). QI 7.6 was applicable to group designs and was met by Wright et al (2012) through demonstration of construct and social validity.…”

“…O 'Handley, Dufrene, and Whipple (2018) described physical layout of teacher classrooms, how students rotated through center instruction, baseline rate of teacher BSP, and how no training or coaching support was provided to teachers during baseline. QIs 6.4, 6.8, and 6.9 were met by Wright, Ellis, and Baxter (2012), the one group comparison design study to which the QIs were applicable, by use of random assignment of participants to groups, having high overall retention, and similar attrition within groups, respectively. QIs 6.5, 6.6, and 6.7 were specific to SCRD and met by 36 (76.60%), 44 (93.62%), and 22 (46.81%) of the 47 SCRD studies, respectively.…”

“…8.0: Data analysis. QIs 8.1 and 8.3 were applicable to and met by the included group study (Wright et al, 2012) by using appropriate data analyses (i.e., nonparametric for the non-normal distribution of data; QI 8.1) and reporting enough data from which effect sizes for nonparametric analyses could be calculated (e.g., Z divided by square root of N; QI 8.3). QI 8.2 was applicable to SCRDs and met by 45 (95.74%) studies providing a clearly graphed representation of outcome data across phases and units of analysis.…”

Preparing Interventionists via Telepractice in Incidental Teaching for Children with Autism

“…Through the use of video self-evaluation, interventionists learn to attend to the discriminative stimuli and modify their instructional practices to ensure the fidelity of their interventions (Keller et al 2005). Research has demonstrated the use of selfevaluation in the initial acquisition of skills (e.g., Roscoe et al 2006;Wright et al 2012), and has suggested that self-evaluation can promote maintenance of learned skills (Keller et al 2005). For example, Keller et al (2005) taught three student teachers to self-evaluate their use of specific praise when teaching students with developmental disabilities.…”

“…While immediate feedback has been demonstrated effective, scheduling and time constrictions can prohibit the use of immediate feedback and lead to delayed feedback. One potential alternative is to augment delayed feedback through the use of video self-evaluation (e.g., Keller et al 2005;Roscoe et al 2006;Wright et al 2012). Video self-evaluation is defined as an individual reviewing a video of their own performance and making determinations about the adequacy of their performance (Nelson and Hayes 1981;Baecher et al 2013).…”