School & Classroom
Using Self-Monitoring to Increase Behavior Specific Praise in Elementary Classrooms
★ The Verdict
A $3 hand counter plus self-monitoring lets teachers double their behavior-specific praise rate without extra training.
✓ Read this if BCBAs consulting in elementary schools or training teachers in praise strategies.
✗ Skip if Skip if you work in non-school or secondary settings where self-monitoring is already mature.
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→ Action — try this Monday
Hand each teacher a tally counter and tell them to click every time they give BSP during first period—graph clicks nightly.
02At a glance
Intervention
self management
Design
multiple baseline across participants
Population
not specified
Finding
positive
Magnitude
medium
03Original abstract
Teachers need simple, easy to implement, evidence-based interventions to use in their classrooms. A single-case multiple baseline across participants design was used to determine if the use of self-monitoring in isolation would increase educators’ use of behavior-specific praise (BSP). Participants tracked their use of BSP using a hand counter when they taught content area classes (i.e., science, social studies) and during a time of transition during the generalization phase. An increase in educators’ rate of BSP was seen when self-monitoring was used. Data revealed that the rate of BSP per minute was higher during the generalization phase than the intervention phase. • Cost and time efficient way to: - Teach self-monitoring - Increase staff use of BSP - Generalize use of BSP
Behavior Analysis in Practice, 2023 · doi:10.1007/s40617-023-00810-3