A number of researchers have found behavior-specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others.…

Several strategies (e.g., performance feedback, video models, tactile prompting) have been found to be effective for improving preservice teachers' use of foundational behavior management skills. However, there is limited research examining these training strategies for promoting preservice clinicians' use of evidence-based behavior management…

Background: The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder. Method: This research examined the effects of a social knowledge training program,…

This article advocates for system-level change in prenatal health services. Specifically, the authors describe how they "discovered" the idea of father-inclusive prenatal health care (FIPH), which involves providing an array of services to help young expectant fathers prepare for the challenges of parenthood. Over the course of 25 years,…

The prescriptive outline that guides teachers on the use of Behaviour Policies (BP) omits to suggest whether BPs in Primary schools can be contextualised. This study explores to what extent Behaviour Classification Tables (BCTs) help staff choose strategies to improve behaviour. Using Context-Mechanism-outcome configuration (CMO) as the main…

This study investigated how gender and beliefs about ability moderate the effects of attributional praise feedback on college students' task motivation and performance in an online environment. We conducted a 3 (praise type: ability vs. effort vs. none) × 2 (gender: male vs. female) × 2 (belief about ability: entity vs. incremental)…

Objective: This retrospective case study of an eight year old female with autism illuminates how alteration of the training environment using florescent objects under blacklight conditions, may have been the facilitating impetus that increased her interaction with objects over time. Methods: This study approach was chosen to best correspond with…

The American Council on the Teaching of Foreign Languages (2010) encourages teachers and their students to "use the target language as exclusively as possible (90% plus) at all levels of instruction during instructional time and, when feasible, beyond the classroom," and local boards of education around the world, including here in…

One of the biggest challenges of teaching is classroom management. This paper covers some of the abundant literature that has been written on the topic, with the goal of narrowing down the practices to a short list that can be used in practice by aspiring or current teachers. After reviewing the literature, with a focus on that produced within the…

Five novice special education teachers in rural classrooms received individualized clinical coaching (ICC) via the Internet to increase their use of behavior specific praise (BSP) with their students who had developmental disabilities (DD) during clinical supervision. Web cameras provided opportunities for the teachers to be observed during their…

Background: Previous research has explored the impact of different types of praise and criticism on how children experience success and failure. However, less is known about how teachers choose to deliver feedback and specifically whether they deliver person (ability) or process (effort) feedback. Aim: The aim of the current study was to use…

The website of the New Zealand Institute of Wellbeing & Resilience (NZIWR) states that it is dedicated to increasing wellbeing for communities and organisations in Aotearoa New Zealand. Within education, its mission is to build whole-school wellbeing. "Set" contacted NZIWR to help give our readers insight into the research…

We all want our students to feel safe, collaborate well with others, feel ownership for their learning, and be joyfully engaged in their work. Nevertheless, many teachers end up using language patterns that undermine these goals. Do any of these scenarios sound familiar? We want students to take responsibility for their learning, yet we use…

Students succeed in school environments that support them in demonstrating prosocial and positive behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students and decreased likelihood of academic success. Behavioral interventions can help students engage in positive…

Students succeed in school environments that support them in demonstrating prosocial and expected behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students, strained relationships between students and teachers, perceptions of unsupportive classroom and school…