Tactile Prompting and Weekly Performance Feedback for Increasing Teachers’ Behavior-Specific Praise

  • Roderick D. O’Handley
  • Brad A. Dufrene
  • Heather Whipple
Original Paper

Abstract

The school-based consultation literature includes a variety of empirically supported procedures for increasing teachers’ implementation of classroom management strategies. However, teachers may respond differently to empirically supported consultation procedures. This study used a multiple baseline design across three elementary teachers to test the effects of a tactile prompting and weekly performance feedback consultation procedure for increasing teachers’ behavior-specific praise. Additionally, this study included data for teachers’ rate of reprimands and their classrooms’ appropriately engaged behavior and disruptive behavior. Results indicated that tactile prompting and weekly performance feedback increased behavior-specific praise for all three teachers. However, a functional relation between tactile prompting and weekly performance feedback and changes in teachers’ reprimands and their classrooms’ appropriately engaged and disruptive behavior was not established. Implications for applied practice, and limitations and directions for future research are discussed.

Keywords

Behavioral consultation Problem-solving consultation Praise Behavior-specific praise Performance feedback 

Notes

Compliance with Ethical Standards

Conflict of interest

The authors declare that they have no conflict of interest.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Springer Science+Business Media, LLC 2018

Authors and Affiliations

  • Roderick D. O’Handley
    • 1
  • Brad A. Dufrene
    • 2
  • Heather Whipple
    • 2
  1. 1.Department of Psychology, Munroe-Meyer Institute for Genetics and Rehabilitation, Nebraska Medical CenterUniversity of Nebraska Medical CenterOmahaUSA
  2. 2.Department of PsychologyUniversity of Southern MississippiHattiesburgUSA

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