Date of Award

Summer 2020

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Psychology

Committee Chair

Dr. Lauren Mckinley

Committee Chair School

Psychology

Committee Member 2

Dr. Brad Dufrene

Committee Member 2 School

Psychology

Committee Member 3

Dr. Evan Dart

Committee Member 3 School

Psychology

Committee Member 4

Dr. Joe Olmi

Committee Member 4 School

Psychology

Abstract

A variety of evidence-based studies have examined teachers’ intervention implementation and its effects on student outcomes. This study tested a Multi-Tiered Systems of Support approach to supporting teachers’ intervention implementation. Specifically, the Multi-Tiered Systems of Support approach was comprised of Tier 1 (didactic training), Tier II (tactile prompting), and Tier III (performance feedback). The primary dependent variable was Head Start teachers' use of behavior specific praise. Secondary dependent variables included teachers' use of reprimand statements and child outcomes, which included academically engaged behavior and disruptive behavior. This study further examined if Head Start teachers' use of behavior specific praise was maintained and generalized to an untrained setting. Three of four teachers did not provide behavior specific praise at the criterion rate following didactic training and tactile prompting. However, their behavior specific praise met the criterion and maintained following performance feedback. The fourth teacher maintained behavior specific praise at the criterion rate following tactile prompting. Additionally, two of the teachers generalized BSP to untrained settings. Lastly, as teachers increased BSP, children increased appropriately engaged behavior and decreased problem behavior.

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