Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise

Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods t...

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Bibliographic Details
Published in:Exceptional children 2019-07, Vol.85 (4), p.471-489
Main Authors: Markelz, Andrew M., Taylor, Jonte C., Kitchen, Tom, Riccomini, Paul J., Catherine Scheeler, Mary, McNaughton, David B.
Format: Article
Language:English
Subjects:
Attention
Autism
Behavior
Behavior Modification
Classroom Techniques
Computer Software
Cues
Elementary School Students
Emotional Disturbances
Handheld Devices
Intellectual Disability
Intervention
Pervasive Developmental Disorders
Positive Reinforcement
Program Effectiveness
Self Management
Special Education Teachers
Stimuli
Student Behavior
Students with Disabilities
Teacher Behavior
Urban Schools
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Summary:Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers’ use of behavior-specific praise while sustaining intervention long enough until teachers contacted natural maintaining contingencies. We created electronic tactile awareness prompting with self-monitoring (eTAPS) by combining two applications on an Apple Watch. Using a multiple-baseline-across-participants design, this study primarily investigated the effects of eTAPS on special education teachers’ use of behavior-specific praise. Secondarily, this study investigated the impact that behavior-specific praise would have on the on-task behaviors of targeted students with disabilities demonstrating frequent off-task behaviors. Results indicated that eTAPS was effective in increasing and maintaining behavior-specific praise rates. Furthermore, significant increases in student on-task behavior occurred. Implications of results and future research are discussed.
ISSN:0014-4029
2163-5560
DOI:10.1177/0014402919846500