Research suggests a compelling correlation between teacher behavior and effective learning environments (Sutherland & Morgan, 2003; Brophy & Good, 1986). Focusing on the evidence-based teaching skill of offering behavior-specific praise (BSP), the researcher worked with 3 elementary-level general educators in a tiered model of instruction, commonly known as response to intervention (RtI). Although RtI commonly provides targeted instructional support to students, this study, a systematic replication of Myers, Simonsen and Sugai (2011), used the RtI framework to provide professional development to teachers. The researcher also tracked the behavior of 3 students, identified by the teachers as having behavioral difficulties, who became the focus of each teacher's BSP. Results showed rapid and somewhat sustained increases in rates of BSP following the Tier 2 and 3 interventions (video self-monitoring and peer coaching), but not following the Tier 1 intervention (schoolwide in-service training). Averages for all 3 students' on-task behavior increased with increased teacher BSP. Implications for educators, administrators, and researchers are discussed.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-4077 |
| Date | 11 August 2011 |
| Creators | Thompson, Michele T. |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | http://lib.byu.edu/about/copyright/ |
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