Multicomponent interventions have successfully increased early childhood teachers’ rates of behavior-specific praise (BSP); however, package interventions do not allow for nuanced examinations of intervention components. We examined the effects of an intervention package with training, goal setting, self-monitoring, and tactile prompting on early childhood teachers’ BSP rates using an add-in, multiple probe, component analysis. In addition, we measured child on-task behaviors to assess the relation between increased BSP rates and children behavior. We used visual analysis and found that each component increased teachers’ BSP rates; two out of three teacher participants needed the most intense intervention (tactile prompting) to reach mastery criterion. Variable generalized BSP statements to other children in the class occurred between baseline and intervention components. The percentage of child on-task behaviors systematically increased in relation to higher BSP rates.
ArcherA.HughesC. A. (2011). Explicit instruction: Efficient and effective teaching. Guilford.
2.
BartonE. E.PokorskiE. A.GossettS.SweeneyE.QiuJ.ChoiG. (2018). The use of email to coach early childhood teachers. Journal of Early Intervention, 40(3), 212–228. https://doi.org/10.1177/0271121415612728
3.
BartonE. E.RigorM. N.PokorskiE. A.VelezM.DomingoM. (2019). Using text messaging to deliver performance feedback to preservice early childhood teachers. Topics in Early Childhood Special Education, 39(2), 88–102. https://doi.org/10.1177/0271121418800016
4.
Bulotsky-ShearerR. J.FantuzzoJ. W. (2011). Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade. Early Childhood Research Quarterly, 26(1), 61–73. https://doi.org/10.1016/j.ecresq.2010.04.004
5.
CampbellS. B. (2006). Behavior problems in preschool children: Clinical and developmental issues (2nd ed.). Guilford.
DokeL. A.RisleyT. R. (1972). The organization of day-care environments: Required vs. optional activities. Journal of Applied Behavior Analysis, 5(4), 405–420. https://doi.org/10.1901/jaba.1972.5-405
9.
DoumenS.VerschuerenK.BuyseE.GermeijsV.LuyckxK.SoenensB. (2008). Reciprocal relations between teacher-child conflict and aggressive behavior in kindergarten: A three-wave longitudinal study. Journal of Clinical Child & Adolescent Psychology, 37(3), 588–599. http://doi.org/10.1080/15374410802148079
10.
DufreneB. A.ParkerK. M.MenousekK.ZhouQ.HarpoleL. L.OlmiD. J. (2012). Direct behavioral consultation in Head Start to improve teacher use of praise and effective instruction delivery. Journal of Educational and Psychological Consultation, 22(3), 159–186. http://doi.org/10.1080/10474412.2011.620817
11.
DunlapG.StrainP. S.FoxL.CartaJ. J.ConroyM.SmithB. J.. . . SowellC. (2006). Prevention and intervention with young children’s challenging behavior: Perspectives regarding current knowledge. Behavior Disorders, 32(1), 29–45. http://doi.org/10.1177/019874290603200103
12.
EnnisR. P.RoyerD. J.LaneK. L.DunlapK. D. (2019). Behavior-specific praise in pre-K–12 settings: Mapping the 50-year knowledge base. Behavioral Disorders, 45(3), 131–147. http://doi.org/0198742919843075
13.
EnnisR. P.RoyerD. J.LaneK. L.MenziesH. M.OakesW. P.SchellmanL. E. (2018). Behavior-specific praise: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, 27(3), 134–139. https://doi.org/10.1177/1074295618798587
14.
FantiK. A.HenrichC. C. (2010). Trajectories of pure and co-occurring internalizing and externalizing problems from age 2 to age 12: Findings from the National Institute of Child Health and Human Development study of early childcare. Developmental Psychology, 46(5), 1159–1175. https://doi.org/10.1037/a0020659
15.
FloressM. T.BerlinghofJ. R.RaderR. A.RiedeselE. K. (2017). Preschool teachers’ use of praise in general, at-risk, and special education classrooms. Psychology in the Schools, 54(5), 519–531. http://doi.org/10.1002/pits.22014
GastD. L.LloydB. P.LedfordJ. R. (2014). Multiple baseline and multiple probe designs. In LedfordJ.GastD. (Eds.), Single case research methodology: Applications in special education and behavioral sciences (3rd ed., pp. 239-289). Routledge.
GunterP.DennyK. (1996). Research issues and needs regarding teacher use of classroom management strategies. Behavioral Disorders, 22(1), 15–20. http://doi.org/10.1177/019874299602200102
21.
HemmeterM. L.Milagros-SantosR.OstroskyM. M. (2008). Preparing early childhood educators to address young children’s social-emotional development and challenging behavior. Journal of Early Intervention, 30(4), 321–340. http://doi.org/10.1177/1053815108320900
22.
HemmeterM. L.SnyderP.KinderK.ArtmanK. (2011). Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise. Early Childhood Research Quarterly, 26(1), 96–109. https://doi.org/10.1016/j.ecresq.2010.05.004
JohnstonJ. M.PennypackerH. S. (2009). Strategies and tactics of behavioral research (3rd ed.). Routledge.
25.
JonesD. E.GreenbergM.CrowleyM. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290. http://doi.org/10.2105/AJPH.2015.302630
26.
JonesS. M.KahnJ. (2017). The evidence base for how we learn: Supporting students’ social, emotional, and academic development. Consensus statements of evidence from the Council of Distinguished Scientists. The Aspen Institute. https://files.eric.ed.gov/fulltext/ED577039.pdf
KilluK. (2008). Developing effective behavior intervention plans: Suggestions for school personnel. Intervention in School and Clinic, 43(3), 140–149. http://doi.org/10.1177/1053451207311610
29.
KirkpatrickM.AkersJ.RiveraG. (2019). Use of behavioral skills training with teachers: A systematic review. Journal of Behavioral Education, 28(3), 1–18. http://doi.org/10.1007/s10864-019-09322-z
LaBrotZ. C.DufreneB. A.WhippleH.McCargoM.PasquaJ. L. (2020). Targeted and intensive consultation for increasing Head Start and elementary teachers’ behavior-specific praise. Journal of Behavioral Education, 29, 717–740. http://doi.org/10.1007/s10864-019-09342-9
32.
LaBrotZ. C.PasquaJ. L.DufreneB. A.BrewerE. A.GoffB. (2016). In situ training for increasing Head Start after-care teachers’ use of praise. Journal of Behavioral Education, 25(1), 32–48. http://doi.org/10.1007/s10864-015-9233-0
33.
LaneJ. D.GastD. L. (2014). Visual analysis in single case experimental design studies: Brief review and guidelines. Neuropsychological Rehabilitation, 24(3–4), 445–463. http://doi.org/10.1080/09602011.2013.815636
34.
LangS. N.MouzourouC.JeonL.BuettnerC. K.HurE. (2017). Preschool teachers’ professional training, observational feedback, child-centered beliefs and motivation: Direct and indirect associations with social and emotional responsiveness. Child & Youth Care Forum, 46(1), 69–90. http://doi.org/10.1007/s10566-016-9369-7
35.
MarkelzA. M.ScheelerM. C.TaylorJ. C.RiccominiP. J. (2018). A review of interventions to increase behavior specific praise. Journal of Evidence Based Practice for Schools, 17(1), 67–87.
36.
MarkelzA. M.TaylorJ. C.KitchenT.RiccominiP. J.ScheelerM. C.McNaughtonD. B. (2019). Effects of tactile prompting and self-monitoring on teachers’ use of behavior specific praise. Exceptional Children, 85(4), 471–489. http://doi.org/0014402919846500
37.
MartensB. K.WittJ. C.ElliottS. N.DarveauxD. X. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research & Practice, 16(2), 191–198. http://doi.org/10.1037/0735-7028.16.2.191
38.
McFarlandJ.HussarB.ZhangJ.WangX.WangK.BarmerA. (2019). The condition of education 2019 (NCES 2019-144). National Center for Education Statistics, U.S. Department of Education. https://nces.ed.gov/programs/coe/indicator_cfa.asp
NoellG. H.WittJ. C.SliderN. J.ConnellJ. E.GattiS. L.WilliamsK. L.KoenigJ. L.. . . DuhonG. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34(1), 87–106.
41.
O’HandleyR. D.DufreneB. A.WhippleH. (2018). Tactile prompting and weekly performance feedback for increasing teachers’ behavior-specific praise. Journal of Behavioral Education, 27, 324–342. https://doi.org/10.1007/s10864-017-9283-6
42.
RabinerD. L.GodwinJ.DodgeK. A. (2016). Predicting academic achievement and attainment: The contribution of early academic skills, attention difficulties, and social competence. School Psychology Review, 45(2), 250–267. http://doi/org/10.17105/SPR45-2.250-267
43.
Riley-TillmanT. C.ChafouleasS. M. (2003). Using interventions that exist in the natural environment to increase treatment integrity and social influence in consultation. Journal of Educational and Psychological Consultation, 14(2), 139-156. https://doi.org/10.1207/s1532768xjepc1402_3
44.
SimonsenB.MacSuga-GageA. S.BriereD. E.FreemanJ.MyersD.ScottT. M.SugaiG. (2014). Multitiered support framework for teachers’ classroom-management practices: Overview and case study of building the triangle for teachers. Journal of Positive Behavior Interventions, 16(3), 179–190. http://doi.org/10.1177/1098300713484062
45.
SmithS. C.LewisT. J.StormontM. (2011). The effectiveness of two universal behavioral supports for children with externalizing behavior in Head Start classrooms. Journal of Positive Behavior Interventions, 13(3), 133–143. https://doi.org/10.1177/1098300710379053
46.
StateT. M.SimonsenB.HirnR. G.WillsH. (2019). Bridging the research-to-practice gap through effective professional development for teachers working with students with emotional and behavioral disorders. Behavioral Disorders, 44(2), 107–116. https://doi.org/10.1177/0198742918816447
47.
StormontM.CovingtonS.LewisT. J. (2006). Using data to inform systems: Assessing teacher implementation of key features of program-wide positive behavioral support in Head Start classrooms. Beyond Behavior, 15(3), 10–14.
48.
StormontM.SmithS.LewisT. J. (2007). Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support. Journal of Behavioral Education, 16(3), 280–290. http://doi/org/10.1007/s10864-007-9040-3
49.
SutherlandK. S.WehbyJ. H.YoderP. J. (2002). Examination of the relationship between teacher praise and opportunities for students with EBD to respond to academic requests. Journal of Emotional and Behavioral Disorders, 10(1), 5–13. http://doi.org/10.1177/106342660201000102
50.
TaylorR. D.OberleE.DurlakJ. A.WeissbergR. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. http://doi.org/10.1111/cdev.12864
51.
VargasJ. S. (2013). Behavior analysis for effective teaching. Routledge.
52.
VinhM.StrainP.DavidonS.SmithB. J. (2016). One state’s systems change efforts to reduce childcare expulsion: Taking the pyramid model to scale. Topics in Early Childhood Special Education, 36(3), 159–164. https://doi.org/10.1177/0271121415626130
53.
Ward-HornerJ.SturmeyP. (2010). Component analyses using single-subject experimental designs: A review. Journal of Applied Behavior Analysis, 43(4), 685–704. https://doi.org/10.1901/jaba.2010.43-685
54.
Zoder-MartellK. A.FloressM. T.BernasR. S.DufreneB. A.FoulksS. L. (2019). Training teachers to increase behavior-specific praise: A meta-analysis. Journal of Applied School Psychology, 35(4), 309–338. http://doi.org/10.1080/15377903.2019.1587802
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
