Emailed Prompts to Increase Alternative School Educators' Use of Behavior-Specific Praise.
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| Title: | Emailed Prompts to Increase Alternative School Educators' Use of Behavior-Specific Praise. |
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| Authors: | Johnson, Chelsea N. (AUTHOR), Dufrene, Brad A. (AUTHOR), LaBrot, Zachary C. (AUTHOR), DeFouw, Emily R. (AUTHOR), Olmi, Joe D. (AUTHOR), Cato, Terreca (AUTHOR), Lawson, Abigail (AUTHOR) |
| Source: | Journal of Behavioral Education. Dec2025, Vol. 34 Issue 4, p774-797. 24p. |
| Subjects: | Alternative schools, Praise, Prompts (Psychology), Classroom management, Educators, Mentors, Feasibility studies, Psychology of students |
| Abstract: | Alternative school educators often have minimal training or support to manage disruptive classroom behaviors. To combat this, school-based consultation may be provided to assist alternative school educators with classroom management strategies. However, face-to-face consultation may be limited due to the numerous responsibilities placed on school-based consultants. Fortunately, research has begun to examine the effectiveness and feasibility of emailed prompts as an implementation support. This study included a concurrent multiple baseline design across three teachers to test the effects of emailed prompts to increase alternative school educators' rates of behavior-specific praise. Additionally, we evaluated concomitant changes in students' behavior and teachers' perceptions of the social validity of emailed prompts and behavior-specific praise. Results indicated that there was a functional relation between emailed prompts and increases in behavior-specific praise. More nuanced discussion of the impact on teachers' corrective statements and student behavior are included. Limitations and future directions are also discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Alternative school educators often have minimal training or support to manage disruptive classroom behaviors. To combat this, school-based consultation may be provided to assist alternative school educators with classroom management strategies. However, face-to-face consultation may be limited due to the numerous responsibilities placed on school-based consultants. Fortunately, research has begun to examine the effectiveness and feasibility of emailed prompts as an implementation support. This study included a concurrent multiple baseline design across three teachers to test the effects of emailed prompts to increase alternative school educators' rates of behavior-specific praise. Additionally, we evaluated concomitant changes in students' behavior and teachers' perceptions of the social validity of emailed prompts and behavior-specific praise. Results indicated that there was a functional relation between emailed prompts and increases in behavior-specific praise. More nuanced discussion of the impact on teachers' corrective statements and student behavior are included. Limitations and future directions are also discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10530819 |
| DOI: | 10.1007/s10864-024-09557-5 |
