The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K-12 Settings: A Systematic Review

Autor/inn/en	Ennis, Robin Parks; Royer, David James; Lane, Kathleen Lynne; Dunlap, Kristin Diane
Titel	The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K-12 Settings: A Systematic Review
Quelle	In: Behavioral Disorders, 45 (2020) 3, S.148-166 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742919839221
Schlagwörter	Coaching (Performance); Positive Reinforcement; Student Behavior; Evidence Based Practice; Teacher Behavior; Standards; Program Effectiveness; Educational Research; Feedback (Response); Prompting; Self Management; Preschool Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Standard; Bildungsforschung; Pädagogische Forschung; Benutzerführung; Selbstmanagement; Pre-school education; Vorschulerziehung
Abstract	In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be a "potentially evidence-based practice" based on Council for Exceptional Children's (CEC) "Standards for Evidence-Based Practices in Special Education." Research has shown that traditional lecture-style short-duration professional development does not typically lead to lasting change in teacher behavior, but follow-up observations with continued support (e.g., school-wide professional development for all, small group support for some, individualized support for a few) are much more likely to produce desired outcomes. As such, we examined the evidence base for coaching educators to increase behavior-specific praise by applying CEC quality indicators and standards, and concluded that coaching educators to increase behavior-specific praise meets CEC guidelines to be considered an "evidence-based practice." Educational implications, limitations, and future directions are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01