Increasing Teachers’ Use of Praise with a Response-to-Intervention Approach

By Diane Myers, Brandi Simonsen, G. Sugai. 2011

197 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/182a4f7a958c4205d8fca399e8509c4947839821

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Brandi Simonsen
2. W. Reinke
3. Diane Myers
4. G. Sugai
5. Donald E. Briere
6. Benjamin G. Solomon
7. S. Klein
8. Ashley S. Macsuga-Gage

In Developmental and Educational Psychology

1. Brandi Simonsen
2. Ashley S. Macsuga-Gage
3. B. Cavanaugh
4. W. Reinke
5. Donald E. Briere
6. G. Sugai
7. Diane Myers
8. Jennifer Freeman

In Social Psychology

1. B. Cavanaugh
2. Brandi Simonsen
3. Diane Myers
4. Donald E. Briere
5. Ashley S. Macsuga-Gage
6. Jennifer Freeman
7. W. Reinke
8. Terrance M. Scott

Citations in the corpus

• Effects of Tiered Training on General Educators' Use of Specific Praise (2012, methodology): “Similarly, these results extend comparable findings that a one-session faculty training so often used in school districts does not yield significant change in teacher behavior (Elmore, 2002; Fixsen et al., 2005; Myers et al., 2011; Sprick et al., 2006).”
• The Effect of Performance Feedback on Teachers' Treatment Integrity: A Meta-Analysis of the Single-Case Literature (2012, background): “Similarly, Myers et al. (2011) found little difference between two interventions, one of which contained weekly feedback and the other daily feedback (r .”
• Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature (2012, background): “Determining which teachers respond to different training and performance feedback interventions (Myers et al., 2011) is also critical and should be examined in future studies.”
• RATES AND TYPES OF TEACHER PRAISE: A REVIEW AND FUTURE DIRECTIONS (2015, background): “Further, studies have demonstrated that teachers already in the field can be taught to give more behaviorspecific praise (Hawkins & Heflin, 2011; Kalis et al., 2007; Myers et al., 2011; Reinke et al., 2007; Reinke et al., 2008; Sutherland et al., 2000; Thompson et al., 2012).”
• Multitiered Support Framework for Teachers’ Classroom-Management Practices (2014, methodology): “, 1982), and (d) consultation and performance feedback approaches included in Tier 3 (e.g., Abbott et al., 1998; Briere et al., 2013; Carter & Van Norman, 2010; Jeffrey et al., 2009; MacSuga & Simonsen, 2011; Myers et al., 2011; Noell et al., 1997; Noell et al., 2002; Noell et al., 2005; Simonsen et”