Increasing Teachers' Use of Behavior-Specific Praise Using a Multitiered System for Professional Development
Has this study been replicated?
The atlas records 1 replication of this study. Recorded outcomes: 1 mixed. The earliest on record is from 2018.
Replications
- Professional development to increase teacher behavior‐specific praise: A single‐case design replication, Gage et al. (2018). Psychology in the Schools. Outcome recorded: mixed.
However, because of variability and one teacher's limited response, effect sizes were small for behavior-specific praise and little change was observed in student behaviors.
Outcome read from the abstract. View paper
Cite this record
Gage, N. A., MacSuga-Gage, A. S., & Crews, E. (2017). Increasing Teachers' Use of Behavior-Specific Praise Using a Multitiered System for Professional Development. Journal of Positive Behavior Interventions, 19(4), 239–251. https://doi.org/10.1177/1098300717693568
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