Date of Award

8-2021

Degree Name

Master of Arts

Department

Psychology

First Advisor

Dr. Jessica E. Van Stratton

Second Advisor

Dr.Stephanie M. Peterson

Third Advisor

Dr. R. Wayne Fuqua

Keywords

Behavior specific praise, performance feedback, maintenance, self-monitoring, fidelity

Access Setting

Masters Thesis-Open Access

Abstract

Teachers receive a number of professional development trainings and consultations to develop or enhance their repertoire in various evidenced based practices (EBP) and classroom management strategies. Nevertheless, teachers’ adherence to strategies learned during trainings often decline when external supports are removed (Codding et al., 2015; Oliver et al., 2015) which may lead to challenges in the consistent and accurate implementation of EBP in classroom settings (Shernoff et al., 2020). Performance feedback and self-monitoring have been used to address these challenges and promote teachers’ use and fidelity of EBP in the classroom (Scheeler et al., 2004; Oliver et al., 2015). The purpose of this study is to examine the impact of performance feedback and self-monitoring on teachers’ delivery of behavior specific praise (BSP) in their classrooms using a multiple baseline design across participants. Results suggest performance feedback was successful in increasing the rate of BSP while self-monitoring maintained BSP at a predetermined goal, in the absence of observation or feedback for two teachers. These results align with prior literature, suggesting that performance feedback is effective in changing teacher performance and self-monitoring is potentially a viable strategy to promote maintenance in EBP in the absence of external supports and feedback.

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