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ERIC Number: EJ1047897
Record Type: Journal
Publication Date: 2015-Jan
Pages: 11
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1098-3007
Increasing New Teachers' Specific Praise Using a within-School Consultation Intervention
Briere, Donald E.; Simonsen, Brandi; Sugai, George; Myers, Diane
Journal of Positive Behavior Interventions, v17 n1 p50-60 Jan 2015
Specific praise is an empirically supported classroom management strategy associated with desired academic and behavioral student outcomes when implemented appropriately in classrooms. Unfortunately, new teachers often begin their careers without the background knowledge or support to implement this strategy effectively and consistently. We investigated the effects of a within-school consultation intervention provided by mentors (i.e., veteran teachers), which involved self-management, regular structured meetings, and focused performance feedback, on new teachers' specific praise rates across three new teachers using a concurrent multiple-baseline across participants design. Specific praise rates increased for each new teacher when within-school consultation was implemented, indicating a functional relation. Study limitations and implications for practitioners and researchers are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) (ED/OSEP)
Authoring Institution: N/A
Grant or Contract Numbers: H029D40055