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ERIC Number: EJ1155262
Record Type: Journal
Publication Date: 2017-Oct
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1098-3007
Increasing Teachers' Use of Behavior-Specific Praise Using a Multitiered System for Professional Development
Gage, Nicholas A.; MacSuga-Gage, Ashley S.; Crews, Emily
Journal of Positive Behavior Interventions, v19 n4 p239-251 Oct 2017
Successful instruction is contingent upon effective classroom management. Unfortunately, not all teachers are effective classroom managers and many require in-service professional development (PD) to increase their use of evidence-based classroom management skills. Although PD models have been developed and evaluated, many are resource-intensive. To address this, we developed a multitiered system for PD (MTS-PD) to provide increased levels of support based on need as measured by teacher behavior. We conducted two studies to examine the effect of Tiers 1 and 2 of the MTS-PD model on elementary school teachers' use of behavior-specific praise (BSP). Study 1 examined the effect of Tier 1, a single 25-min didactic training, and Study 2 examined the effect of Tier 2, which included regular visual performance feedback delivered via email. The results of Study 1 indicated that teachers did not increase their rates of BSP to a priori defined levels of success. Study 2 found that the Tier 2 PD approach increased teachers' BSP rates, a functional relationship was established, and the rates maintained 3 months after the Tier 2 PD. Study limitations and future directions 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
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A