Teachers struggle to provide behavior-specific praise (BSP), which is associated with appropriate classroom management and decreases in student’s problem behavior. The current study used a multiple-baseline design across three Head Start teachers to test the effectiveness of the multitiered consultation model in increasing teachers’ BSP. The Head Start center provided a universal training in classroom management strategies, including BSP. Three teachers who were not implementing this strategy consistently (i.e., less than five instances in a 10-min observation) received Tier 2 supports including goal setting paired with a simple prompt. Data about teachers’ use of BSP was collected class-wide at a time in which problem behavior occurred, as identified by the teacher participants. Maintenance and generalization (i.e., at a different time of the day) data were collected. All participants showed an immediate increase in the use of BSP to effective levels, following Tier 2 supports. Results showed that proactive supports such as goal setting and prompt increased teacher’s use of BSP in target and generalization settings and results maintained. Children data showed an increase in AEB and DB in both the target and generalization settings, following teacher’s increased use of BSP.
","abstract_html":"<p>Teachers struggle to provide behavior-specific praise (BSP), which is associated with appropriate classroom management and decreases in student’s problem behavior. The current study used a multiple-baseline design across three Head Start teachers to test the effectiveness of the multitiered consultation model in increasing teachers’ BSP. The Head Start center provided a universal training in classroom management strategies, including BSP. Three teachers who were not implementing this strategy consistently (i.e., less than five instances in a 10-min observation) received Tier 2 supports including goal setting paired with a simple prompt. Data about teachers’ use of BSP was collected class-wide at a time in which problem behavior occurred, as identified by the teacher participants. Maintenance and generalization (i.e., at a different time of the day) data were collected. All participants showed an immediate increase in the use of BSP to effective levels, following Tier 2 supports. Results showed that proactive supports such as goal setting and prompt increased teacher’s use of BSP in target and generalization settings and results maintained. Children data showed an increase in AEB and DB in both the target and generalization settings, following teacher’s increased use of BSP.</p>","abstract_has_math":false,"creators":["Abril Ochoa, Claudia"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Dr. Zachary LaBrot","Dr. Emily DeFouw","Dr. Brad Dufrene"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-08-01T07:00:00Z","date_published":"2024-08-01T07:00:00Z","updated_at":"2026-07-24T05:45:47Z","subjects":["Behavior-specific praise","multitiered consultation","Head Start classrooms","generalization","goal setting","prompt","Child Psychology","Early Childhood Education","Educational Psychology","School Psychology","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/1062","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Zachary LaBrot","Dr. Emily DeFouw","Dr. Brad Dufrene"]},{"key":"dc:creator","label":"Author","values":["Abril Ochoa, Claudia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-08-31T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Behavior-specific praise","multitiered consultation","Head Start classrooms","generalization","goal setting","prompt","Child Psychology","Early Childhood Education","Educational Psychology","School Psychology","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/1062"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Teachers struggle to provide behavior-specific praise (BSP), which is associated with appropriate classroom management and decreases in student’s problem behavior. The current study used a multiple-baseline design across three Head Start teachers to test the effectiveness of the multitiered consultation model in increasing teachers’ BSP. The Head Start center provided a universal training in classroom management strategies, including BSP. Three teachers who were not implementing this strategy consistently (i.e., less than five instances in a 10-min observation) received Tier 2 supports including goal setting paired with a simple prompt. Data about teachers’ use of BSP was collected class-wide at a time in which problem behavior occurred, as identified by the teacher participants. Maintenance and generalization (i.e., at a different time of the day) data were collected. All participants showed an immediate increase in the use of BSP to effective levels, following Tier 2 supports. Results showed that proactive supports such as goal setting and prompt increased teacher’s use of BSP in target and generalization settings and results maintained. Children data showed an increase in AEB and DB in both the target and generalization settings, following teacher’s increased use of BSP.
"]},{"key":"dc:title","label":"Title","values":["Promoting Preschool Teachers’ Maintenance and Generalization of Behavior-Specific Praise Through Multitiered Consultation"]}]}],"canonical_facts":{"dc:contributor":["Dr. Zachary LaBrot","Dr. Emily DeFouw","Dr. Brad Dufrene"],"dc:creator":["Abril Ochoa, Claudia"],"dc:date.available":["2025-08-31T07:00:00Z"],"dc:description.abstract":["Teachers struggle to provide behavior-specific praise (BSP), which is associated with appropriate classroom management and decreases in student’s problem behavior. The current study used a multiple-baseline design across three Head Start teachers to test the effectiveness of the multitiered consultation model in increasing teachers’ BSP. The Head Start center provided a universal training in classroom management strategies, including BSP. Three teachers who were not implementing this strategy consistently (i.e., less than five instances in a 10-min observation) received Tier 2 supports including goal setting paired with a simple prompt. Data about teachers’ use of BSP was collected class-wide at a time in which problem behavior occurred, as identified by the teacher participants. Maintenance and generalization (i.e., at a different time of the day) data were collected. All participants showed an immediate increase in the use of BSP to effective levels, following Tier 2 supports. Results showed that proactive supports such as goal setting and prompt increased teacher’s use of BSP in target and generalization settings and results maintained. Children data showed an increase in AEB and DB in both the target and generalization settings, following teacher’s increased use of BSP.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/1062"],"dc:subject":["Behavior-specific praise","multitiered consultation","Head Start classrooms","generalization","goal setting","prompt","Child Psychology","Early Childhood Education","Educational Psychology","School Psychology","Teacher Education and Professional Development"],"dc:title":["Promoting Preschool Teachers’ Maintenance and Generalization of Behavior-Specific Praise Through Multitiered Consultation"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:47Z"}