Date of Award
Master of Arts
Dr. Jessica E. Van Stratton
Dr.Stephanie M. Peterson
Dr. R. Wayne Fuqua
Behavior specific praise, performance feedback, maintenance, self-monitoring, fidelity
Masters Thesis-Open Access
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.
Moses, Ky’Aria, "Enhancing Teacher Delivery of Behavior Specific Praise with Performance Feedback and Self-Monitoring" (2021). Masters Theses. 5226.