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
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.
Recommended Citation
Hynes, Kristy Cardillo, "Tiered Behavior Support to Promote Preservice Special Education Teachers’ Use Of Behavior Specific Praise" (2023). Dissertations. 1044.
https://digscholarship.unco.edu/dissertations/1044