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Effects of Targeted Professional Development Facilitated by School-Based Coaches on Teachers' Classroom PBIS Practices and Student Outcomes

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Title: Effects of Targeted Professional Development Facilitated by School-Based Coaches on Teachers' Classroom PBIS Practices and Student Outcomes
Language: English
Authors: Brandi Simonsen (ORCID 0000-0002-1561-1686), Jennifer Freeman (ORCID 0000-0001-5128-4208), Kathryn Dooley (ORCID 0009-0001-1800-5227), Laura Kern (ORCID 0000-0001-6643-8812), Nicole Peterson (ORCID 0000-0003-2909-5587), Diane Myers (ORCID 0000-0002-4564-274X)
Source: Teacher Education and Special Education. 2025 48(3):212-229.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Sponsoring Agency: Office of Special Education Programs (OSEP) (ED/OSERS)
Contract Number: H326S180001
Document Type: Journal Articles
Reports - Research
Descriptors: Faculty Development, Coaching (Performance), Positive Behavior Supports, Classroom Techniques, Prompting, Positive Reinforcement, Student Behavior, Behavior Change
DOI: 10.1177/08884064251341849
ISSN: 0888-4064
1944-4931
Abstract: When teachers implement classroom positive behavioral interventions and supports (PBIS), students can benefit. Unfortunately, teachers report insufficient training and concerns with students' behavior. We conducted this study to test the effects of Targeted Professional Development (TPD; brief training, email prompts, and teacher self-management), facilitated by school-based coaches, on teachers' targeted classroom practices (i.e., prompts, opportunities to respond [OTRs], and specific praise) and students' classroom behavior (e.g., on-task, disruptions). Using an experimental crossover design, we randomly assigned participating teachers to two cohorts; then, school-based coaches facilitated TPD for each classroom practice in a different randomly assigned order for each cohort. During TPD, teachers increased their use of each targeted practice. As teachers increased their OTRs and specific praise, students' active participation increased and disruptions decreased, respectively. Although additional research is needed on sustained implementation, the successful delivery by school-based coaches shows the potential of TPD as a feasible approach to ongoing PD.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1478547
Database: ERIC
FullText Text:
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  Data: Effects of Targeted Professional Development Facilitated by School-Based Coaches on Teachers' Classroom PBIS Practices and Student Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Brandi+Simonsen%22">Brandi Simonsen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1561-1686">0000-0002-1561-1686</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+Freeman%22">Jennifer Freeman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5128-4208">0000-0001-5128-4208</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kathryn+Dooley%22">Kathryn Dooley</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-1800-5227">0009-0001-1800-5227</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Kern%22">Laura Kern</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6643-8812">0000-0001-6643-8812</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicole+Peterson%22">Nicole Peterson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2909-5587">0000-0003-2909-5587</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diane+Myers%22">Diane Myers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4564-274X">0000-0002-4564-274X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+and+Special+Education%22"><i>Teacher Education and Special Education</i></searchLink>. 2025 48(3):212-229.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 18
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  Label: Publication Date
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  Data: 2025
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  Data: Office of Special Education Programs (OSEP) (ED/OSERS)
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  Data: H326S180001
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Behavior+Supports%22">Positive Behavior Supports</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink>
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  Data: 10.1177/08884064251341849
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  Data: 0888-4064<br />1944-4931
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: When teachers implement classroom positive behavioral interventions and supports (PBIS), students can benefit. Unfortunately, teachers report insufficient training and concerns with students' behavior. We conducted this study to test the effects of Targeted Professional Development (TPD; brief training, email prompts, and teacher self-management), facilitated by school-based coaches, on teachers' targeted classroom practices (i.e., prompts, opportunities to respond [OTRs], and specific praise) and students' classroom behavior (e.g., on-task, disruptions). Using an experimental crossover design, we randomly assigned participating teachers to two cohorts; then, school-based coaches facilitated TPD for each classroom practice in a different randomly assigned order for each cohort. During TPD, teachers increased their use of each targeted practice. As teachers increased their OTRs and specific praise, students' active participation increased and disruptions decreased, respectively. Although additional research is needed on sustained implementation, the successful delivery by school-based coaches shows the potential of TPD as a feasible approach to ongoing PD.
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1478547
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1478547
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        Value: 10.1177/08884064251341849
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      – Text: English
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      Pagination:
        PageCount: 18
        StartPage: 212
    Subjects:
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Positive Behavior Supports
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Prompting
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      – SubjectFull: Positive Reinforcement
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      – SubjectFull: Student Behavior
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      – SubjectFull: Behavior Change
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      – TitleFull: Effects of Targeted Professional Development Facilitated by School-Based Coaches on Teachers' Classroom PBIS Practices and Student Outcomes
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