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Multitiered Consultation to Promote Preservice Teachers' Delivery of Behavior-Specific Praise in Early Childhood Education Classrooms.

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Title: Multitiered Consultation to Promote Preservice Teachers' Delivery of Behavior-Specific Praise in Early Childhood Education Classrooms.
Authors: LaBrot, Zachary C. (AUTHOR), Weaver, Caitlyn (AUTHOR), Peak, Lauren (AUTHOR), Maxime, Emily (AUTHOR), Butt, Sarah (AUTHOR), Johnson, Chelsea (AUTHOR), Pigg, Brittany (AUTHOR), Hamilton, Faith (AUTHOR)
Source: Journal of Behavioral Education. Sep2024, Vol. 33 Issue 3, p479-499. 21p.
Subjects: Early childhood educators, Early childhood teachers, Early childhood education, Student teachers, Teacher training, Praise
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Multitiered Consultation to Promote Preservice Teachers' Delivery of Behavior-Specific Praise in Early Childhood Education Classrooms.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Sep2024, Vol. 33 Issue 3, p479-499. 21p.
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  Data: <searchLink fieldCode="DE" term="%22Early+childhood+educators%22">Early childhood educators</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Praise%22">Praise</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-022-09502-4
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        Text: English
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              Text: Sep2024
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