Date of Award

Summer 8-2015

Degree Type


Degree Name

Doctor of Philosophy (PhD)



Committee Chair

Brad Dufrene

Committee Chair Department


Committee Member 2

Daniel Tingstrom

Committee Member 2 Department


Committee Member 3

Joe Olmi

Committee Member 3 Department


Committee Member 4

Keith Radley

Committee Member 4 Department



This study tested the efficacy of in situ direct training on increasing high school teachers’ use of behavior specific praise in the classroom. Of further interest was the extent to which training led to teachers’ maintained praise and generalized praise use in untrained classes. Students’ disruptive behaviors were measured concurrently to test the relationship between increased praise use and decreases in students’ inappropriate behavior in the classroom. Increasing the frequency of teachers’ use of praise statements with students for engaging in appropriate behavior has shown subsequent reduction in the occurrence of classroom disruptions resulting in less time that a teacher spends addressing inappropriate behaviors. Ultimately, this results in more time available for instruction and feedback to students. The current study found that use of in situ direct training resulted in an increase in high school teachers’ use of BSP in the classroom where the training occurred. Three of the four participants required one brief performance feedback session to maintain a substantial increase in BSP over baseline rates, but all participants ultimately maintained a rich rate of BSP in the class where training occurred. Additionally, generalization of increased use of BSP was evident, although three of the four participants required a simple generalization prompt to bring about this end. Student level of disruptive behavior decreased as a result of the increase in BSP. Results from this study are discussed in terms of the consultation literature andimplications for applied practice.