期刊
EARLY CHILDHOOD RESEARCH QUARTERLY
卷 26, 期 1, 页码 96-109出版社
ELSEVIER SCIENCE INC
DOI: 10.1016/j.ecresq.2010.05.004
关键词
Challenging behavior; Social-emotional development; Coaching; Feedback; Descriptive praise; Single subject design; Preschool
We examined the effects of a professional development intervention that included data-based performance feedback delivered via electronic mail (e-mail) on preschool teachers use of descriptive praise and whether Increased use of descriptive praise was associated with changes in classroom-wide measures of child engagement and challenging behavior A multiple probe single subject experimental design across four preschool teachers was used Following a brief training session on the use of descriptive praise coaches observed each teacher conduct a large-group activity and sent them e-mail messages containing performance feedback with a hyperlink to a descriptive praise video exemplar Training plus e-mail feedback was associated with increases in teachers use of descriptive praise for each of the four teachers Challenging behavior decreased somewhat as teachers use of descriptive praise increased Class-wide measures of children s engagement remained relatively stable across baseline and intervention phases Implications for future research and practice are discussed (C) 2010 Elsevier Inc All rights reserved
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