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Increasing Teachers' Use of Behavior-Specific Praise Using a Multitiered System for Professional Development

Nicholas A. Gage, Ashley S. MacSuga-Gage, Emily Crews

Journal of Positive Behavior Interventions, 2017. DOI 10.1177/1098300717693568

Has this study been replicated?

The atlas records 1 replication of this study. Recorded outcomes: 1 mixed.

Replications

• Professional development to increase teacher behavior‐specific praise: A single‐case design replication, Gage et al. (2018). 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. View paper

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