Maintenance and Generalization of Preschool Teachers’ Use of Behavior-Specific Praise Following In Situ Training

Abstract

This study tested the efficacy of in situ training via a multiple baseline design across participants for increasing four Head Start teachers' use of behavior specific praise (BSP) in classroom settings while evaluating concomitant changes in their classes' behavior. Of further interest was the extent to which Head Start teachers maintained and generalized use of BSP in untrained settings. The results of this study indicate that in situ training was effective for increasing Head Start teachers' use of BSP above baseline rates and generally maintained above a predetermined criterion (i.e., .5 BSP statements per minute). Data also indicate that Head Start teachers generalized use of BSP to untrained settings. Finally, increases in Head Start children's appropriately engaged behavior and decreases in disruptive behavior were observed in trained and untrained settings. The results of this study are discussed in terms of its extension of the school-based consultation literature, its limitations, future directions for research, and implications for applied practice. iii ACKNOWLEDGMENTS Special thanks goes to my dissertation committee chair and mentor, Dr. Brad Dufrene, who has provided calculated and patient guidance throughout my graduate career to help me develop into a well-rounded professional in the field of psychology. I would also like to thank my other committee members, Dr. D. Joe Olmi, Dr. Keith C. Radley, and Dr. Evan H. Dart, for their phenomenal support throughout graduate school. In addition, it goes without saying that graduate school, as well as this dissertation, would not have been possible without the team work and companionship of my good friend and colleague, Jamie "JP" Pasqua. Finally, I would like to thank Elizabeth Lown for her diligence and dedication to helping me complete data collection for this dissertation. iv DEDICATION There are a number of individuals I would like to thank for their love and continued support throughout my graduate school training. First, I would like to thank my parents, Paul and Kathy LaBrot, who have never stopped supporting and believing in me. They have been my greatest source of support in almost every aspect; without them, I would have never learned to "read more than just the yellow words." Second, I would like to offer my sincerest gratitude to my grandparents, Willard and Norma LaBrot. I honestly do not know how I could have completed graduate school without their daily love and prayers. Third, I would like to acknowledge my sister, Sarah LaBrot, for modeling what it truly means to be a strong person. Finally, last but certainly not least, I would like to thank my two favorite girls, Shelbie and Spencer Johnson, for being the lights of my life, loving me, and being the greatest source of motivation for me to complete my degree and be the best person I can be. I sincerely love and thank you all for your love and support while I accomplished my dream! v TABLE OF CONTENTS

Increasing teachers' use of behavior specific praise via Apple Watch prompting

“…At the conclusion of each intervention session, the researcher informed the teacher of the number of BSP statements delivered and collected the Apple Watch. During this time, the researcher also provided retraining should a teacher fail to deliver at least 1 BSP statement per minute, a criterion utilized in previous research (LaBrot et al, 2020). Retraining consisted of a review of the potential impact of BSP on student behavior and a brief role-play of BSP use.…”

“…Following referral and consent to participate, a 20-min screening observation was conducted to verify low rates of teacher BSP. To be included in the study, a teacher must have demonstrated a praise rate lower than 0.5 BSP statements per minute-a previously utilized criterion (e.g., LaBrot et al, 2020). During screening observations, teachers were instructed to conduct their class in a typical manner and no supports were provided.…”