Training teachers to give effective commands: effects on student compliance, academic engagement, and academic responding

Abstract

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Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

“…This study was designed to demonstrate DBC in Head Start classrooms while addressing some gaps in the consultation and training literatures. Previous research evaluating direct training for praise and EID have included multicomponent consultation procedures (i.e., direct training with performance feedback; Stormont et al, 2007) conducted outside of routine classroom activities, and training did not always result in immediate substantial or sustained teacher praise (Hiralall & Martens, 1998;Starkweather-Matheson & Shriver, 2005;Stormont et al, 2007). This study employed direct training during routine classroom activities and resulted in increases for teachers' rate of praise and use of EID.…”

“…If a teacher delivered an unprompted praise statement, the consultant waited 30 s following that praise statement to deliver the next scheduled prompt. Although there is no ''gold standard'' for the necessary rate of praise to ensure appropriate student behavior, previous studies including teacher training for increased rate of classwide praise have found that following training teachers provided praise at a rate of approximately .1 to .8 praise statements per minute (Starkweather-Matheson & Shriver, 2005;Stormont et al, 2007). In this study, it was decided that teachers would be trained to display greater rates of praise (i.e., 2 per minute) because of the age of the children (range, 2-5 years) and the rapid pace of instruction inherent in direct instruction (i.e., instructional prompts at a rate of approximately once every 5 to 10 s).…”

“…Unfortunately, at follow-up rate of praise began to decelerate for two of the four teachers and approached baselines rates of praise. Starkweather-Matheson & Shriver (2005) used direct training and performance feedback to increase elementary teachers' use of EID and praise and evaluated effects on students' disruptive and on-task behaviors. Results indicated that direct training and performance feedback resulted in substantial increases in teachers' use of EID following training.…”

“…School-based direct training procedures described previously (Hiralall & Martens, 1998;Starkweather-Matheson & Shriver, 2005;Stormont et al, 2007) included training teachers to use praise and effective instructions. However, training occurred outside of the classroom and results were mixed with regard to immediate impact on teacher intervention implementation and maintenance of implementation.…”

“…First, training procedures employed by Stormont et al (2007), Hiralall andMartens (1998), andStarkweather-Matheson andShriver (2005) included teacher training procedures that were delivered outside of the classroom. Therefore, teachers were required to attend training during regularly scheduled teaching time (necessitating a substitute teacher) or during a time when they were away from their class (which detracts from their ability to complete other tasks such as grading assignments).…”