Emailed Prompt Package to Promote Maintenance and Generalization of Early Childhood Educators' Behavior Specific Praise

Autor/inn/en	LaBrot, Zachary C.; Johnson, Chelsea; Maxime, Emily; Cato, Terreca; Butt, Sarah; DeFouw, Emily R.
Titel	Emailed Prompt Package to Promote Maintenance and Generalization of Early Childhood Educators' Behavior Specific Praise
Quelle	In: Journal of Behavioral Education, 32 (2023) 4, S.814-834 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (LaBrot, Zachary C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-022-09475-4
Schlagwörter	Early Childhood Teachers; Positive Reinforcement; Child Behavior; Electronic Mail; Prompting; Incidence; Teacher Behavior; Program Effectiveness; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elektronischer Briefkasten; Benutzerführung; Vorkommen; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Although behavior-specific praise (BSP) is a recommended practice for early childhood populations, early childhood educators often deliver variable rates of BSP. To support educators, face-to-face, school-based consultation may be provided; however, this may not always be feasible. To address this, emerging research is beginning to investigate the effectiveness, feasibility, and social validity of emailed supports to overcome barriers to feasibility. Using a multiple baselines across participants design, the purpose of this study was to investigate the effectiveness and social validity of an emailed prompt package for increasing three early childhood educators' rates of BSP in target and generalization classroom activities in a university-based child development center. Results indicated that all three early childhood educators' rates of BSP increased and maintained in both target and generalization settings. Limitations and implications for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01