Abstract
Consultation is beneficial for increasing teachers’ intervention use for target students. However, little is known about teachers’ generalized intervention use. This study is a systematic replication of Riley-Tillman and Eckert (J Educ Psychol Consult 12:217–241, 2001) and Martens et al. (Sch Psychol Q 12:33–41, 1997) and examines effects of generalization training with goal setting and a feedback note on teachers’ specific labeled praise (SLP) toward target and non-target students. Participants were three teachers who referred students exhibiting disruptive behaviors. Initially, all teachers displayed low levels of SLP toward target and non-target students. Intervention training with the incorporation of goal setting and a daily feedback note increased teachers’ SLP toward target students. SLP toward non-target students also increased, but to a lesser extent. When feedback was withdrawn and generalization to other students was suggested, SLP decreased. Following generalization training with goal setting and a feedback note, all teachers increased SLP toward non-target students. SLP toward target students, however, was low for all teachers. Changes in target students’ disruptive behaviors are also reported. Results suggest that generalization training may be necessary to increase teachers’ SLP toward non-target students, but that additional support for treatment integrity maintenance may also be required. Results are discussed in terms of limitations and directions for future research.
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Duncan, N.G., Dufrene, B.A., Sterling, H.E. et al. Promoting Teachers’ Generalization of Intervention Use Through Goal Setting and Performance Feedback. J Behav Educ 22, 325–347 (2013). https://doi.org/10.1007/s10864-013-9173-5
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DOI: https://doi.org/10.1007/s10864-013-9173-5