Date of Award

8-2024

Degree Type

Masters Thesis

Degree Name

Master of Arts (MA)

School

Psychology

Committee Chair

Dr. Zachary LaBrot

Committee Chair School

Psychology

Committee Member 2

Dr. Emily DeFouw

Committee Member 2 School

Psychology

Committee Member 3

Dr. Brad Dufrene

Committee Member 3 School

Psychology

Abstract

Teachers struggle to provide behavior-specific praise (BSP), which is associated with appropriate classroom management and decreases in student’s problem behavior. The current study used a multiple-baseline design across three Head Start teachers to test the effectiveness of the multitiered consultation model in increasing teachers’ BSP. The Head Start center provided a universal training in classroom management strategies, including BSP. Three teachers who were not implementing this strategy consistently (i.e., less than five instances in a 10-min observation) received Tier 2 supports including goal setting paired with a simple prompt. Data about teachers’ use of BSP was collected class-wide at a time in which problem behavior occurred, as identified by the teacher participants. Maintenance and generalization (i.e., at a different time of the day) data were collected. All participants showed an immediate increase in the use of BSP to effective levels, following Tier 2 supports. Results showed that proactive supports such as goal setting and prompt increased teacher’s use of BSP in target and generalization settings and results maintained. Children data showed an increase in AEB and DB in both the target and generalization settings, following teacher’s increased use of BSP.

ORCID ID

https://orcid.org/0009-0002-7838-0130

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