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Markelz, Andrew M.; Taylor, Jonte C.; Kitchen, Tom; Riccomini, Paul J.; Catherine Scheeler, Mary; McNaughton, David B.

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

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  • Media type: E-Article
  • Title: Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise
  • Contributor: Markelz, Andrew M.; Taylor, Jonte C.; Kitchen, Tom; Riccomini, Paul J.; Catherine Scheeler, Mary; McNaughton, David B.
  • Published: SAGE Publications, 2019
  • Published in: Exceptional Children, 85 (2019) 4, Seite 471-489
  • Language: English
  • DOI: 10.1177/0014402919846500
  • ISSN: 0014-4029; 2163-5560
  • Origination:
  • Footnote:
  • Description: 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.