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ERIC Number: EJ907149
Record Type: Journal
Publication Date: 2011-Feb
Pages: 25
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-0748-8491
Increasing Teachers' Use of Praise with a Response-to-Intervention Approach
Myers, Diane M.; Simonsen, Brandi; Sugai, George
Education and Treatment of Children, v34 n1 p35-59 Feb 2011
A multiple baseline design across teachers was used to evaluate the effects of a systematic, response-to-intervention (RTI) approach on rates of desired teacher behavior. Specifically, teachers whose rates of specific, contingent praise were nonresponsive to typical schoolwide positive behavior support training (primary intervention tier) were provided with targeted training support (secondary tier), and, when necessary, more individualized assistance (tertiary tier). In addition, composite student behavior was examined to determine if concurrent changes in student problem behaviors occurred as teachers responded to differentiated training supports. Results indicate a relationship between an RTI approach to differential levels of performance feedback and teachers' rates of praise. (Contains 1 table and 2 figures.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 5; Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A