Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

Spring 2024

Thesis Director

Hao-Jan Luh

Thesis Committee Member

Margaret T. Floress

Thesis Committee Member

JungSu Oh

Abstract

This study sought to expand the literature on the effects of emailed implementation support on teachers’ use of behavior specific praise. The effects of the intervention on select student outcomes were also observed. Participants were four early elementary school teachers that sought support for implementing research-based classroom management practices. A concurrent A-B-C-D multiple-probe design was utilized to observe changes in the teachers’ behavior specific praise and correction frequencies and their students’ on-task and disruptive behaviors when didactic training, email prompting, and email performance feedback were introduced in separate phases. The results indicated that three of the four participants increased their BSP frequency from the baseline after the introductions of email prompts and email performance feedback, and two of the four participants decreased their correction frequency after the introductions of the emailed implementation supports. All four participants indicated a preference for email performance feedback. Additional effect size analyses indicated notable effects on students’ on-task and disruptive behaviors. Limitations and future directions for emailed implementation support are discussed.

Download

Share

COinS