The Effects of Self-Monitoring on Teachers’ Use of Specific Praise

Simonsen, Brandi; MacSuga, Ashley S.; Fallon, Lindsay M.; Sugai, George

doi:10.1177/1098300712440453

Cited by 72 publications

(71 citation statements)

References 26 publications

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“…To ensure that students receive the proactive, high-quality intervention supports promised in multi-tiered systems of support, treatment integrity must be evaluated and supported (Noell & Gansle, 2006;Sanetti & Kratochwill, 2009a). Available data suggest teachers demonstrate a variety of patterns of treatment integrity, many of which necessitate a need for implementation support (Simonsen et al, 2013). In response, a number of such supports have been developed and evaluated (Sanetti & Kratochwill, 2009a).…”

Section: Discussionmentioning

confidence: 99%

Data-Driven Delivery of Implementation Supports in a Multi-Tiered Framework: A Pilot Study

Sanetti

Collier‐Meek

2015

Psychol. Schs.

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For multi-tiered systems of support, such as Response-to-Intervention and Positive Behavior Interventions and Supports, to effectively impact student outcomes, interventions delivered across the tiers must be implemented as planned (i.e., with adequate treatment integrity). However, research suggests that most school personnel struggle to deliver interventions with treatment integrity, which negatively impacts the potential effectiveness of these interventions. Numerous strategies to support treatment integrity have been developed, but no guidance has been provided regarding how to efficiently and effectively use them. The purpose of this study was to conduct a pilot evaluation of these strategies delivered through a Multi-Tiered Implementation Supports framework; that is, proactive, feasible treatment integrity strategies were initially delivered to all implementers and based on their responsiveness, increasingly intensive implementation supports were provided as needed. Results suggest that (a) all teachers responded to these supports, but response magnitude was different across teachers and supports; (b) higher levels of treatment integrity generally were associated with fewer disruptive behaviors; and (c) the duration of these support strategies increased across tiers. Future directions for research and implications for the feasible provision of implementation support in schools are described. C 2015 Wiley Periodicals, Inc.

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Section: Discussionmentioning

confidence: 99%

Data-Driven Delivery of Implementation Supports in a Multi-Tiered Framework: A Pilot Study

Sanetti

Collier‐Meek

2015

Psychol. Schs.

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“…Lastly, the design of the survey did not reveal differential context variables with students with specific behavioral difficulties. Simonsen, MacSuga, Fallon, and Sugai (2013) examined the efficacy of tally, count, and rate on self-monitoring to improve classroom management by teachers.…”

Section: Behavior Intervention and Teacher Educationmentioning

confidence: 99%

“…Data were variable, and follow-up phases resulted in performance feedback. Simonsen et al (2013) concluded that teachers maintained high levels of treatment integrity during all conditions, but praise rate recording was variable due to accuracy. The teachers' specific praise was higher than baseline, with no self-monitoring conditions with count and tally being the best.…”

Section: Behavior Intervention and Teacher Educationmentioning

confidence: 99%

Digital Behavior Intervention Plans: Effects on General Education Teacher Fidelity of Implementation

Holcomb

Baker

2019

J Spec Educ Technol

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The purpose of this study was to investigate the effects of digital behavior intervention plans (DBIPs) with multimedia anchored instruction on general education teachers’ fidelity of implementation while teaching students with disabilities. A multiple probe design was used to investigate the effects of DBIPs across six teacher–student dyads. The effects on student desirable and undesirable behaviors were also examined across all phases of the study. Data for all six teacher participants suggest a functional relationship and show that all teachers increased their fidelity of implementation of BIPs. In addition, the teachers’ fidelity of implementation of the BIPs showed a moderate to high effect on increasing desirable student behavior and neutralized undesirable student behavior. Further results and implications for fidelity of implementation and research are discussed.

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“…Across all elementary and secondary schools, formal, accredited higher education coursework is not a common source for learning and practicing classroom management skills (Smart & Igo, 2010); only 18% of teachers report that they learned the skills as part of their teacher preparation programme (Merrett & Wheldall, 1993), and only 27% of teachersí preparation programmes offer an entire course on the topic of classroom management (Oliver & Reschly, 2010). The effects of sparse coursework in classroom management are compounded by insufficient opportunities to practice implementing strategies during field placements that offer direct instruction, coaching and feedback (Capizzi, Wehby, & Sandmel, 2010;Moore-Partin et al, 2010;Oliver, Wehby, & Reschly, 2011;Simonsen, MacSuga, Fallon, & Sugai, 2012;Simonsen, Myers, & DeLuca, 2010).…”

Section: Pre-service Preparation In Classroom Managementmentioning

confidence: 99%

Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

Ficarra

Quinn

2014

Journal of Teacher Education for Sustainability

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In the present investigation, teachers’ self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and Supports (PBIS) had significantly higher mean knowledge ratings in the area of posting, teaching, reviewing, monitoring and reinforcing expectations than those who do not teach in a PBIS school. Teachers certified in special education had significantly higher knowledge and competency ratings in relation to maximising structure, using a continuum of strategies to acknowledge appropriate behaviour and employing a variety of techniques to respond to inappropriate behaviour than those not certified in special education. Teachers’ knowledge of each of these practices came mostly from in-service sources. Implications of these findings for teachers’ preparation in classroom management are discussed.

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The Effects of Self-Monitoring on Teachers’ Use of Specific Praise

Cited by 72 publications

References 26 publications

Data-Driven Delivery of Implementation Supports in a Multi-Tiered Framework: A Pilot Study

Data-Driven Delivery of Implementation Supports in a Multi-Tiered Framework: A Pilot Study

Digital Behavior Intervention Plans: Effects on General Education Teacher Fidelity of Implementation

Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

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