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- Title
The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review.
- Authors
Ennis, Robin Parks; Royer, David James; Lane, Kathleen Lynne; Dunlap, Kristin Diane
- Abstract
In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be a potentially evidence-based practice based on Council for Exceptional Children's (CEC) Standards for Evidence-Based Practices in Special Education. Research has shown that traditional lecture-style short-duration professional development does not typically lead to lasting change in teacher behavior, but follow-up observations with continued support (e.g., school-wide professional development for all, small group support for some, individualized support for a few) are much more likely to produce desired outcomes. As such, we examined the evidence base for coaching educators to increase behavior-specific praise by applying CEC quality indicators and standards, and concluded that coaching educators to increase behavior-specific praise meets CEC guidelines to be considered an evidence-based practice. Educational implications, limitations, and future directions are presented.
- Subjects
TEACHER education; PRAISE; PROFESSIONAL employee training; SOCIAL skills; SYSTEMATIC reviews; EDUCATIONAL outcomes
- Publication
Behavioral Disorders, 2020, Vol 45, Issue 3, p148
- ISSN
0198-7429
- Publication type
Article
- DOI
10.1177/0198742919839221