When you can't Get There: Using Video Self-Monitoring as a Tool for Changing the Behaviors of Pre-Service Teachers

Alexander, Melina; Williams, Natalie A.; Nelson, Kristin L.

doi:10.1177/875687051203100404

Cited by 19 publications

(27 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One intern required prompting prior to SM condition, and with prompting demonstrated a functional relation between the intervention and an increase in BSP. The results of this study support the use of an SM intervention including PF and GS as a promising way to increase the use of BSP with pre-service teachers, and is consistent with previous literature in the field (Alexander et al, 2012; Hager, 2012; Keller et al, 2005). This study further contributes to the SM knowledge base by demonstrating effects with teacher interns in masked conditions.…”

Section: Discussionsupporting

confidence: 91%

“…Despite some unknowns about why the process works, SM is a well-documented and effective intervention to change teacher behavior with classroom management practices (Rispoli et al, 2017). Participants with reported positive outcomes have included pre-service teachers (Alexander et al, 2012; Hager, 2012; Keller et al, 2005), novice teachers (Briere et al, 2015; Kalis et al, 2007), middle school teachers (Simonsen et al, 2013), and teaching assistants (Pinkelman & Horner, 2017; Seligson-Petscher & Bailey, 2006). Students’ outcomes have been less commonly reported, but have ranged broadly from high school students with emotional and behavioral disorders (Kalis et al, 2007) to students with developmental disabilities in elementary self-contained classrooms (Keller et al, 2005).…”

mentioning

confidence: 99%

See 1 more Smart Citation

The Effects of a Multicomponent Self-Monitoring Intervention on the Rates of Pre-Service Teacher Behavior-Specific Praise in a Masked Single-Case Experimental Design

Sallese

Vannest

2020

Journal of Positive Behavior Interventions

View full text Add to dashboard Cite

The effects of self-monitoring (SM) on teacher behavior are well documented, but previous research does not attempt to control for reactivity as a threat to internal validity. This study examined the effects of a multicomponent SM intervention on the use of a classroom management practice with participant masking to address this absence in the literature. Participating teachers selected between two practices (behavior-specific praise and opportunities to respond). A multiple baseline design across four pre-service teacher interns occurred in general education classroom settings. Participant masking to the purpose of the study precluded exposure to SM, performance feedback, and goal setting. Analyses included an independent visual analysis by three masked raters, an independent quality review for What Works Clearinghouse standards, a nonparametric statistical analysis based on data characteristics, and correspondence reporting between visual and statistical analyses. Overall results indicated an increase in the rate of classroom management practice use by the participants and good social validity across the three constructs. Student outcome data for on-task behavior were inconclusive. Limitations and implications for research and practice are discussed.

show abstract

Section: Discussionsupporting

confidence: 91%

mentioning

confidence: 99%

The Effects of a Multicomponent Self-Monitoring Intervention on the Rates of Pre-Service Teacher Behavior-Specific Praise in a Masked Single-Case Experimental Design

Sallese

Vannest

2020

Journal of Positive Behavior Interventions

View full text Add to dashboard Cite

show abstract

“…Coaching (including self-monitoring as a form of self-coaching) procedures were utilized at varying frequencies. The majority of studies with this component provided daily feedback ( k = 34, 70.00%; e.g., Alexander, Williams, & Nelson, 2012; Houghton et al, 1990). Other studies provided feedback once per week ( k = 10, 20.00%; e.g., Capizzi et al, 2010; Pisacreta, Tincani, Connell, & Axelrod, 2011) and multiple times ( k = 5, 10.00%; e.g., Morgan et al, 1994; Wright et al, 2012).…”

Section: Resultsmentioning

confidence: 99%

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base

Ennis

Royer

Lane

et al. 2019

Behavioral Disorders

View full text Add to dashboard Cite

Behavior-specific praise (BSP) is a low-intensity strategy widely used to encourage appropriate behavior. We sought to explore the vast literature base for BSP, which spans 50 years, to better understand for whom and under what conditions BSP has demonstrated effectiveness. We conducted a comprehensive review of school-based intervention studies ( k = 57) involving BSP with school-age students. First, we identified outlets in which these 57 studies (from 52 articles) were featured. Second, we described the 1,947 total student participants and the educational contexts in which these interventions occurred—the vast majority of students were served in general education and many displayed challenging behaviors (e.g., students with emotional and behavioral disorders). Third, we examined how BSP was implemented and evaluated with the Pre-K–12 population, noting three distinct areas of research: teacher-delivered BSP, student-delivered BSP, and professional learning to increase BSP. Fourth, we examined how BSP was employed as an independent and dependent variable, with more than 96% of studies featuring BSP as an outcome measure. Finally, we investigated the extent to which social validity (33 studies), generalization (11 studies), and maintenance (26 studies) were assessed. We conclude with a discussion of limitations and directions for future inquiry.

show abstract

“…We defined coaching as any ongoing support to increase or maintain teachers’ use of BSP. Based on this definition, we included studies that involved both ongoing performance feedback in person (e.g., Smith, Lewis, & Stormont, 2011), via email (e.g., Barton et al, 2016), or self-delivered (e.g., Alexander, Williams, & Nelson, 2012). Below we highlight notable findings related to the descriptive characteristics, methodological QIs, and evaluation of the practice, as well as discuss limitations and future directions.…”

Section: Discussionmentioning

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

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

When you can't Get There: Using Video Self-Monitoring as a Tool for Changing the Behaviors of Pre-Service Teachers

Cited by 19 publications

References 19 publications

The Effects of a Multicomponent Self-Monitoring Intervention on the Rates of Pre-Service Teacher Behavior-Specific Praise in a Masked Single-Case Experimental Design

The Effects of a Multicomponent Self-Monitoring Intervention on the Rates of Pre-Service Teacher Behavior-Specific Praise in a Masked Single-Case Experimental Design

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base

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

Contact Info

Product

Resources

About