Multitiered Consultation to Promote Preservice Teachers' Delivery of Behavior-Specific Praise In Early Childhood Education Classrooms
Document Type
Article
Publication Date
11-23-2022
School
Psychology
Abstract
Early childhood educators often lack adequate preparation in the delivery of evidence-based practices. However, providing preservice teachers with ongoing implementation support during field-based training experiences may serve to occasion evidence-based practice delivery when they enter the field of early childhood education. Using a concurrent multiple baseline across participants design, this study examined the effectiveness of a multitiered consultation model to increase three early childhood preservice teachers’ rates of behavior-specific praise in target and generalization settings. The results indicated all three preservice teachers’ rates of behavior-specific praise increased across target and generalization settings, with evidence that praise rates maintained following removal of implementation supports. The results, limitations, and implications for research and practice are described.
Publication Title
Journal of Behavioral Education
Recommended Citation
LaBrot, Z. C.,
Weaver, C.,
Peak, L.,
Maxime, E.,
Butt, S.,
Johnson, C.,
Pigg, B.,
Hamilton, F.
(2022). Multitiered Consultation to Promote Preservice Teachers' Delivery of Behavior-Specific Praise In Early Childhood Education Classrooms. Journal of Behavioral Education.
Available at: https://aquila.usm.edu/fac_pubs/20646