First Advisor

Gershwin, Tracy

First Committee Member

Zaghlawan, Hasan

Second Committee Member

Pierce, Corey

Third Committee Member

Hulac, David

Document Type

Dissertation

Date Created

12-2023

Department

College of Education and Behavioral Sciences, Special Education, Special Education Student Work

Abstract

Strong classroom management skills are the foundation of effective teaching and learning. However, most teachers enter the field unprepared to manage classroom behavior. Many teacher preparation programs offer preservice teachers limited coursework and fieldwork experiences focused on developing classroom management practices. The lack of training in classroom management is particularly concerning for preservice special education teachers who not only teach students with high rates of challenging behavior, but also consult, train, and support administrators and colleagues with implementation of classroom management practices. The purpose of this study was to evaluate the impact of tiered behavior support on preservice special education teachers’ rates of behavior specific praise. Tiered behavior support included goal setting, brief prompts, and visual performance feedback. A multiple baseline across participants design was used to determine if a functional relation existed between tiered behavior support and increased delivery of behavior specific praise. The participants included three preservice special education teachers in an elementary school practicum setting. The results of this study demonstrated that there is a functional relation between tiered behavior support and preservice teachers’ increased use of behavior specific praise. For each participant the mean delivery rate of behavior specific praise increased following the introduction of tiered behavior support. The results of this study suggested that tiered behavior support was an effective method for developing preservice special education teachers’ classroom management practices. Including tiered behavior support in teacher preparation programs could support the development of classroom management practices for preservice special education teachers.

Abstract Format

html

Local Identifiers

Hynes_unco_0161D_11204.pdf

Rights Statement

Copyright is held by the author.

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