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Multitiered Consultation to Promote Preservice Teachers’ Delivery of Behavior-Specific Praise in Early Childhood Education Classrooms

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Abstract

Early childhood educators often lack adequate preparation in the delivery of evidence-based practices. However, providing preservice teachers with ongoing implementation support during field-based training experiences may serve to occasion evidence-based practice delivery when they enter the field of early childhood education. Using a concurrent multiple baseline across participants design, this study examined the effectiveness of a multitiered consultation model to increase three early childhood preservice teachers’ rates of behavior-specific praise in target and generalization settings. The results indicated all three preservice teachers’ rates of behavior-specific praise increased across target and generalization settings, with evidence that praise rates maintained following removal of implementation supports. The results, limitations, and implications for research and practice are described.

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Authors and Affiliations

  1. University of Southern Mississippi, 118 College Dr., Hattiesburg, MS, 39406, USA

    Zachary C. LaBrot, Caitlyn Weaver, Lauren Peak, Emily Maxime, Sarah Butt, Chelsea Johnson, Brittany Pigg & Faith Hamilton

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  1. Zachary C. LaBrot
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  2. Caitlyn Weaver
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  3. Lauren Peak
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  4. Emily Maxime
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  5. Sarah Butt
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Correspondence to Zachary C. LaBrot.

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LaBrot, Z.C., Weaver, C., Peak, L. et al. Multitiered Consultation to Promote Preservice Teachers’ Delivery of Behavior-Specific Praise in Early Childhood Education Classrooms. J Behav Educ (2022). https://doi.org/10.1007/s10864-022-09502-4

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