Literaturnachweis - Detailanzeige
| Autor/inn/en | LaBrot, Zachary C.; DeFouw, Emily; Eldridge, Morgan |
|---|---|
| Titel | Examination of a Tiered Training Model to Increase School Psychology Graduate Students' Behavior Specific Praise |
| Quelle | In: Education and Treatment of Children, 44 (2021) 4, S.233-248 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0748-8491 |
| Schlagwörter | School Psychology; Graduate Students; Program Effectiveness; Positive Reinforcement; Feedback (Response); Video Technology; Modeling (Psychology); Prompting; Evidence Based Practice; Behavior Modification; Training; Models; Counselor Client Relationship |
| Abstract | Several strategies (e.g., performance feedback, video models, tactile prompting) have been found to be effective for improving preservice teachers' use of foundational behavior management skills. However, there is limited research examining these training strategies for promoting preservice clinicians' use of evidence-based behavior management skills. Furthermore, when these strategies are utilized, personnel receiving training often respond differentially. Therefore, the purpose of this study was to evaluate the effectiveness of a tiered training model that incorporated performance feedback, video models, and tactile prompts to increase school psychology graduate students' rates of behavior specific praise during one-to-one sessions with child clients. Results indicated that rates of behavior specific praise increased and maintained across time. Findings, limitations, and directions for future research are discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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