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ERIC Number: EJ901743
Record Type: Journal
Publication Date: 2010-Nov
Pages: 19
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0888-4064
Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise
Simonsen, Brandi; Myers, Diane; DeLuca, Carla
Teacher Education and Special Education, v33 n4 p300-318 Nov 2010
Classroom management skills are critical for teachers. Yet teachers receive little training in classroom management, and empirical research on teacher training in classroom management is lacking. This study was conducted to investigate the effects of explicit training and performance feedback on teachers' implementation of three classroom management skills: prompts for social behavior, academic opportunities to respond, and specific praise. Researchers used a multiple baseline design, introducing training and then performance feedback in a staggered fashion across the three teacher behaviors. Results indicate that there was not a functional relationship between explicit training and teacher behavior; however, introducing performance feedback following training was functionally related to an increase in the level, trend, or stability of teachers' use of each skill. (Contains 1 table and 3 figures.)
SAGE Publications. 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 - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A