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Emailed Prompts to Increase Alternative School Educators' Use of Behavior-Specific Praise.

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Title: Emailed Prompts to Increase Alternative School Educators' Use of Behavior-Specific Praise.
Authors: Johnson, Chelsea N. (AUTHOR), Dufrene, Brad A. (AUTHOR), LaBrot, Zachary C. (AUTHOR), DeFouw, Emily R. (AUTHOR), Olmi, Joe D. (AUTHOR), Cato, Terreca (AUTHOR), Lawson, Abigail (AUTHOR)
Source: Journal of Behavioral Education. Dec2025, Vol. 34 Issue 4, p774-797. 24p.
Subjects: Alternative schools, Praise, Prompts (Psychology), Classroom management, Educators, Mentors, Feasibility studies, Psychology of students
Abstract: Alternative school educators often have minimal training or support to manage disruptive classroom behaviors. To combat this, school-based consultation may be provided to assist alternative school educators with classroom management strategies. However, face-to-face consultation may be limited due to the numerous responsibilities placed on school-based consultants. Fortunately, research has begun to examine the effectiveness and feasibility of emailed prompts as an implementation support. This study included a concurrent multiple baseline design across three teachers to test the effects of emailed prompts to increase alternative school educators' rates of behavior-specific praise. Additionally, we evaluated concomitant changes in students' behavior and teachers' perceptions of the social validity of emailed prompts and behavior-specific praise. Results indicated that there was a functional relation between emailed prompts and increases in behavior-specific praise. More nuanced discussion of the impact on teachers' corrective statements and student behavior are included. Limitations and future directions are also discussed. [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: Emailed Prompts to Increase Alternative School Educators' Use of Behavior-Specific Praise.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Dec2025, Vol. 34 Issue 4, p774-797. 24p.
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  Data: Alternative school educators often have minimal training or support to manage disruptive classroom behaviors. To combat this, school-based consultation may be provided to assist alternative school educators with classroom management strategies. However, face-to-face consultation may be limited due to the numerous responsibilities placed on school-based consultants. Fortunately, research has begun to examine the effectiveness and feasibility of emailed prompts as an implementation support. This study included a concurrent multiple baseline design across three teachers to test the effects of emailed prompts to increase alternative school educators' rates of behavior-specific praise. Additionally, we evaluated concomitant changes in students' behavior and teachers' perceptions of the social validity of emailed prompts and behavior-specific praise. Results indicated that there was a functional relation between emailed prompts and increases in behavior-specific praise. More nuanced discussion of the impact on teachers' corrective statements and student behavior are included. Limitations and future directions are also discussed. [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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=189389695
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        Value: 10.1007/s10864-024-09557-5
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        Text: English
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        Type: general
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      – SubjectFull: Prompts (Psychology)
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      – SubjectFull: Classroom management
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              Text: Dec2025
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