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

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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.

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Authors and Affiliations

  1. Department of Psychology, Munroe-Meyer Institute for Genetics and Rehabilitation, Nebraska Medical Center, University of Nebraska Medical Center, 985450, Omaha, NE, 68198-5450, USA

    Roderick D. O’Handley

  2. Department of Psychology, University of Southern Mississippi, Hattiesburg, MS, USA

    Brad A. Dufrene & Heather Whipple

Authors
  1. Roderick D. O’Handley
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  2. Brad A. Dufrene
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  3. Heather Whipple
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Correspondence to Roderick D. O’Handley.

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The authors declare that they have no conflict of interest.

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

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O’Handley, R.D., Dufrene, B.A. & Whipple, H. Tactile Prompting and Weekly Performance Feedback for Increasing Teachers’ Behavior-Specific Praise. J Behav Educ 27, 324–342 (2018). https://doi.org/10.1007/s10864-017-9283-6

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  • DOI: https://doi.org/10.1007/s10864-017-9283-6

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