Abstract

A multiple baseline design across teachers was used to evaluate the effects of a systematic, response-to-intervention (RTI) approach on rates of desired teacher behavior. Specifically, teachers whose rates of specific, contingent praise were nonresponsive to typical schoolwide positive behavior support training (primary intervention tier) were provided with targeted training support (secondary tier), and, when necessary, more individualized assistance (tertiary tier). In addition, composite student behavior was examined to determine if concurrent changes in student problem behaviors occurred as teachers responded to differentiated training supports. Results indicate a relationship between an RTI approach to differential levels of performance feedback and teachers’ rates of praise.

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Additional Information

ISSN
1934-8924
Print ISSN
0748-8491
Pages
pp. 35-59
Launched on MUSE
2011-01-16
Open Access
No
Archive Status
Archived 2020
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