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Tier I Implementation Supports for Classroom Management: A Pilot Investigation Targeting Teachers' Praise

American Psychological Association
School Psychology
Authors:
Brittany N. Zakszeski at University of Delaware
Brittany N. Zakszeski
Lisa Thomas
Lisa Thomas
Lisa Thomas
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Lyndsie Erdy at Devereux Advanced Behavioral Health
Lyndsie Erdy
  • Devereux Advanced Behavioral Health
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Abstract

Evidence-based classroom management practices have profound effects on student outcomes. Yet teachers commonly struggle to effectively implement these practices, imploring the provision of implementation supports within a multitiered framework for promoting teachers' practices. Few studies have examined the effects of Tier I implementation supports for classroom management, and none have examined universal implementation within naturalistic school contexts and used strategies that go beyond a "train and hope" approach. Employing a sample of urban, elementary, general education classrooms, this study offers a pilot evaluation of a Tier I implementation support package for promoting teachers' delivery of effective praise for students' behavior. Preliminary results suggest the implementation support package was linked with increases in teachers' behavior-specific praise, heightened praise-to-correction ratios, and increases in students' on-task behavior. Future directions of empirical and practical development are discussed. Impact and Implications Classroom management practices promote students' positive behavior during instruction. Educators' implementation of such practices may be efficiently augmented through low-intensity, universal supports in a multitiered systems of implementation support framework. Universal implementation support packages are likely to be effective when they remove barriers to implementation, promote acquisition of knowledge and skills needed to implement the practices, and increase motivation to implement the practices.
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BRIEF REPORT
Tier I Implementation Supports for Classroom Management:
A Pilot Investigation Targeting Teachers’ Praise
Brittany Zakszeski, Lisa Thomas, and Lyndsie Erdy
Devereux Center for Effective Schools–Devereux Advanced Behavioral Health, King of Prussia, Pennsylvania
Evidence-based classroom management practices have profound effects on student outcomes. Yet
teachers commonly struggle to effectively implement these practices, imploring the provision of imple-
mentation supports within a multitiered framework for promoting teachers’ practices. Few studies have
examined the effects of Tier I implementation supports for classroom management, and none have
examined universal implementation within naturalistic school contexts and used strategies that go beyond
a “train and hope” approach. Employing a sample of urban, elementary, general education classrooms,
this study offers a pilot evaluation of a Tier I implementation support package for promoting teachers’
delivery of effective praise for students’ behavior. Preliminary results suggest the implementation support
package was linked with increases in teachers’ behavior-specific praise, heightened praise-to-correction
ratios, and increases in students’ on-task behavior. Future directions of empirical and practical devel-
opment are discussed.
Impact and Implications
Classroom management practices promote students’ positive behavior during instruction. Educators’
implementation of such practices may be efficiently augmented through low-intensity, universal
supports in a multitiered systems of implementation support framework. Universal implementation
support packages are likely to be effective when they remove barriers to implementation, promote
acquisition of knowledge and skills needed to implement the practices, and increase motivation to
implement the practices.
Keywords: implementation support, professional development, in-service training, classroom manage-
ment, behavior-specific praise
Supplemental materials: http://dx.doi.org/10.1037/spq0000354.supp
Classroom management is a critical component of teachers’
instructional repertoires that involves arranging the environment to
promote learning and proactively supporting behavior (Sugai &
Horner, 2002). Research suggests that a particularly pivotal
competency is the delivery of effective verbal acknowledg-
ments for students’ behavior (Gage & MacSuga-Gage, 2017).
Namely, teachers’ use of behavior-specific praise (BSP; i.e.,
statements that specify the behavior being praised) and engage-
ment in more positive than negative interactions with students
foster a supportive classroom environment marked by high
levels of students’ on-task behavior, high proportions of time
spent in instruction, and positive student–teacher relationships
(e.g., Floress, Beschta, Meyer, & Reinke, 2017). Despite its
importance, however, teachers commonly report and are ob-
served as struggling to use effective verbal acknowledgments
(Rathel, Drasgow, Brown, & Marshall, 2014;Reinke, Stormont,
Herman, Puri, & Goel, 2011).
Recognizing the importance of and obstacles to effective class-
room management, Simonsen and colleagues (2014) introduced a
multitiered framework for supporting classroom management.
Within this framework, all teachers participate in direct training
and self-monitoring (Tier I), some participate in more intensive
self-management (Tier II), and few participate in individualized
consultation (Tier III). Numerous studies support the efficacy of
advanced-tier supports (e.g., Fabiano, Reddy, & Dudek, 2018;
Gage, Grasley-Boy, & MacSuga-Gage, 2018;Simonsen et al.,
2017), yet these supports are time- and resource-intensive, pre-
cluding widespread implementation.
XBrittany Zakszeski, Lisa Thomas, and XLyndsie Erdy, Devereux
Center for Effective Schools–Devereux Advanced Behavioral Health, King
of Prussia, Pennsylvania.
Correspondence concerning this article should be addressed to Brittany
Zakszeski Devereux Center for Effective Schools–Devereux Advanced
Behavioral Health, 2012 Renaissance Boulevard, King of Prussia, PA
19406. E-mail: Brittany.Zakszeski@devereux.org
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
School Psychology
© 2020 American Psychological Association 2020, Vol. 35, No. 2, 111–117
ISSN: 2578-4218 http://dx.doi.org/10.1037/spq0000354
111
... In some cases, universal supports for educators' implementation of effective emotional and organizational supports are not enough to change their classroom practices. That is, according to the logic of a multi-tiered system of implementation supports (MTSIS) framework (e.g., Simonsen et al., 2014;Zakszeski et al., 2020b), targeted and intensive implementation supports may be required for educators who do not respond to universal implementation supports (e.g., direct training on a classroom management practice; Zakszeski et al., 2020b), such as through the provision of coaching and/or consultation targeting the use of emotional and organizational supports in classrooms. By overlaying an MTSIS framework, which organizes practices for supporting educators, atop an MTSS framework, which organizes practices for supporting students, school leaders may most efficiently and effectually program for high-quality implementation of emotional and organizational supports-and, thereby, encourage student-teacher relationships marked by high closeness and low conflict as well as foster students' development of behavioral self-regulation. ...
... In some cases, universal supports for educators' implementation of effective emotional and organizational supports are not enough to change their classroom practices. That is, according to the logic of a multi-tiered system of implementation supports (MTSIS) framework (e.g., Simonsen et al., 2014;Zakszeski et al., 2020b), targeted and intensive implementation supports may be required for educators who do not respond to universal implementation supports (e.g., direct training on a classroom management practice; Zakszeski et al., 2020b), such as through the provision of coaching and/or consultation targeting the use of emotional and organizational supports in classrooms. By overlaying an MTSIS framework, which organizes practices for supporting educators, atop an MTSS framework, which organizes practices for supporting students, school leaders may most efficiently and effectually program for high-quality implementation of emotional and organizational supports-and, thereby, encourage student-teacher relationships marked by high closeness and low conflict as well as foster students' development of behavioral self-regulation. ...
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... Most often teacher trainings occur as one-time, face-to-face didactic workshops with limited individualisation to teachers' specific needs. One-time trainings have been shown to be less effective in creating behaviour change for teachers than individualised trainings that provide coaching and performance feedback (Fallon et al., 2015;Gage et al., 2018;Zakszeski et al., 2020). A more effective approach includes coaching and performance feedback along with continued support from experts in the field (Fallon et al., 2015). ...
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... Nevertheless, teachers still provided more corrective than positive feedback to children with ADHD, emphasizing the importance of increasing positive feedback and decreasing corrective feedback in this group. For children in the TDC group, levels of positive feedback were higher compared to other studies (e.g., Zakszeski et al., 2020). This may be related to teachers selecting a typically developing child, which may have led teachers to select a child they specifically liked. ...
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This cross-sectional study aimed to compare positive and corrective teacher feedback toward children with attention-deficit/hyperactivity disorder (ADHD) and typically developing children, and to examine whether the quality of the teacher–student relationship moderated associations between child behavior and teacher feedback. We observed and coded classroom ADHD behaviors of 55 children with ADHD and 34 typically developing children (TDC; 6–12 years), as well as the levels of positive and corrective teacher feedback they received. Teachers rated closeness and conflict using the Student–Teacher Relationship Scale in the ADHD group. Multilevel analyses revealed that teachers provided significantly more corrective feedback to children in the ADHD compared to the TDC group. Children in the ADHD group received more corrective than positive feedback, but this pattern was reversed for the TDC group. Multiple regression analyses in the ADHD group indicated that lower levels of positive feedback were related to higher levels of motor hyperactivity. Higher levels of corrective feedback were associated with higher levels of verbal hyperactivity. Closeness moderated this association: Corrective feedback was related to levels of verbal hyperactivity only if teachers experienced less closeness in the relationship with the child. None of the other moderation effects were significant. Teachers provided more corrective feedback to children with ADHD than to typically developing children, and teacher feedback toward children with ADHD was associated with levels of hyperactivity. A close teacher–student relationship may serve as protective factor for the receipt of corrective feedback in this group, but experimental studies are needed to confirm this hypothesis.
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... These services should aim to promote studentteacher closeness, minimize student-teacher conflict, and support class-wide behavior, namely, through universal emotional and organizational supports or practices to support staff 's delivery of emotional and organizational supports. Multitiered systems of implementation support for teachers' use of evidence-based classroom management (e.g., delivering high rates of verbal acknowledgments for desired behavior) and behavioral interventions (e.g., group contingencies) may offer a framework for supporting staff behavior in the service of students' self-regulation development (Zakszeski, Thomas, & Erdy, 2020). ...
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