Effects of a Prompting Intervention on Preschool Teachers' Use of Behavior-Specific Praise

• In Event: AERA Poster Session 8
  In Poster Session: Early Childhood Outcomes

Abstract

The purpose of this study was to examine whether the use of a prompting device (MotivAider) and an ignoring technique increased pre-school teachers’ use of behavior-specific praise (BSP) statements. Two early childhood teachers participated in the study. One classroom had children 3 to 4 -years-old and the other had children 4 to 5-years-old. Both classes consisted of students from low income neighborhoods and all were African American. Results indicated that the use of the MotivAider increased BSP statements, minimally increased generic praise for one teacher and did not impact corrective statements by teachers.

Authors

• Renee Lastrapes, University of Houston - Clear Lake

• Preeti Jain, University of Houston - Clear Lake

• Jennifer N Fritz, University of Houston - Clear Lake