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The Impact of School-Based Personnel Delivered Coaching and Performance Feedback on Elementary Teachers' Use of Behavior Specific Praise

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Bibliographic Details
Title: The Impact of School-Based Personnel Delivered Coaching and Performance Feedback on Elementary Teachers' Use of Behavior Specific Praise
Language: English
Authors: Kaci Ellis, Nicholas A. Gage, Ashley S. MacSuga-Gage, Carla Schmidt, Holly Lane, Ann Serpahine
Source: Psychology in the Schools. 2025 62(6):1852-1861.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Sponsoring Agency: Office of Special Education Programs (OSEP) (ED/OSERS)
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Coaching (Performance), Performance, Feedback (Response), Elementary School Teachers, Positive Reinforcement, Classroom Techniques, School Personnel, Teacher Behavior, Resource Teachers, Visual Aids
DOI: 10.1002/pits.23436
ISSN: 0033-3085
1520-6807
Abstract: Performance feedback has been shown to improve teachers' classroom management skills. Typically, a researcher provides the performance feedback, not school-based personnel. Therefore, we investigated the effects of performance feedback on classroom management skills when the feedback is delivered by school-based personnel. We used a concurrent multiple baseline design across participants to examine the effects of visual performance feedback provided by a school behavior resource teacher on four teachers' use of behavior specific praise. One White behavior support teacher, two White teachers, and two Black teachers, all with more than 5 years of teaching experience participated in the study. We used visual analysis and Tau-U single-case design effect sizes to evaluate the multiple baseline design. Results indicate a functional relation between visual performance feedback provided by a school behavior resource teacher and teachers' increased use of behavior specific praise The results suggest that school-based personnel can be trained in data collection, brief coaching sessions, and implementation of visual performance feedback to support teachers in increasing their use of behavior-specific praise. This study provides evidence that school-based personnel can help teachers increase their use of BSP during instruction.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470541
Database: ERIC
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Abstract:Performance feedback has been shown to improve teachers' classroom management skills. Typically, a researcher provides the performance feedback, not school-based personnel. Therefore, we investigated the effects of performance feedback on classroom management skills when the feedback is delivered by school-based personnel. We used a concurrent multiple baseline design across participants to examine the effects of visual performance feedback provided by a school behavior resource teacher on four teachers' use of behavior specific praise. One White behavior support teacher, two White teachers, and two Black teachers, all with more than 5 years of teaching experience participated in the study. We used visual analysis and Tau-U single-case design effect sizes to evaluate the multiple baseline design. Results indicate a functional relation between visual performance feedback provided by a school behavior resource teacher and teachers' increased use of behavior specific praise The results suggest that school-based personnel can be trained in data collection, brief coaching sessions, and implementation of visual performance feedback to support teachers in increasing their use of behavior-specific praise. This study provides evidence that school-based personnel can help teachers increase their use of BSP during instruction.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.23436