Abstract
The purpose of this study was to examine whether the use of a prompting technique increased pre-school teachers’ use of behavior-specific praise (BSP) statements. Two early childhood teachers participated in the study; one served children aged three to four years, the other four to five years. Both classes consisted of students from low income neighborhoods and all were Black or African American. A single-subject research design was used to determine if an electronic prompting device called a MotivAider increased teachers’ use of BSP statements. Rates of BSP statements, general praise statements, and corrective statements were scored. Results indicated that the use of the MotivAider increased BSP statements for both teachers, minimally increased general praise for one teacher and reduced the number of corrective statements by both teachers.
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Lastrapes, R.E., Jain, P. & Fritz, J.N. Effects of a Prompting Intervention on Teachers’ Use of Behavior-Specific Praise in an Urban Preschool. J Behav Educ 32, 300–312 (2023). https://doi.org/10.1007/s10864-021-09450-5
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DOI: https://doi.org/10.1007/s10864-021-09450-5