Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support

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The incredible years teacher classroom management program: Using coaching to support generalization to real‐world classroom settings (2012, background): “The performance feedback part of coaching has a significant amount of research support (Noell et al., 2005; Reinke et al., 2007; Reinke et al., 2008; Stormont et al., 2007).”
RATES AND TYPES OF TEACHER PRAISE: A REVIEW AND FUTURE DIRECTIONS (2015, background): “49 positive consequences per hour) and lower than rates reported by Sutherland et al. (2000) and Gable et al.”
A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis (2012, background): “Blevins (2007) and Johnson-Gros, Lyons, and Griffin (2008) found modest results for high school, and Stormont, Smith, and Lewis (2007) and Benedict, Horner, and Squires (2007) found promising results for Head Start classrooms (see Table 2).”
Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence (2011, methodology): “In addition, recent studies have examined the use of performance feedback to support teachers’ use of practices for promoting children’s social, emotional, and behavioral outcomes (Barton & Wolery, 2007; Fullerton et al., 2009; Hemmeter, Snyder, Kinder, et al., 2011; Stormont et al., 2007).”