Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention

By Shannon Hawkins, Juane Heflin. 2011

121 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/cc17316bb93a83c1f7508af1903146ed108d5388

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. W. Reinke
2. Don Stenhoff
3. B. Cavanaugh
4. S. Klein
5. Benjamin G. Solomon
6. Robert Pennington
7. Lyndsay N. Jenkins
8. B. Politylo

In Developmental and Educational Psychology

1. W. Reinke
2. Don Stenhoff
3. B. Cavanaugh
4. Margaret T. Floress
5. S. Klein
6. Benjamin G. Solomon
7. Robert Pennington
8. Lyndsay N. Jenkins

In Social Psychology

1. B. Cavanaugh
2. Margaret T. Floress
3. W. Reinke
4. Lyndsay N. Jenkins

Citations in the corpus

• A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, unknown): “Even when training on BSP is provided to teachers, improved rates of BSP do not always maintain over time (e.g., Hawkins & Heflin, 2011).”
• Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature (2012, background): “…(Colvin et al., 2009; Mace et al., 1983; Mesa et al., 2005; Rathel et al., 2008; Reinke et al., 2008; ), viewing videos of the teacher providing praise statements (Capizzi et al., 2010; Hawkins & Heflin, 2010), or written examples of the teachers’ use of praise statements (Hemmeter et al., 2011).”
• 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).”
• The Effect of Performance Feedback on Teachers' Treatment Integrity: A Meta-Analysis of the Single-Case Literature (2012, background): “Researchers have investigated the effectiveness of PF in preschool (e.g., Casey & McWilliam, 2008; Hemmeter, Snyder, Kinder, & Artman, 2011) through high school settings (e.g., Hawkins & Heflin, 2011) and in both special education and general education settings.”
• Distance Education Support for Students With Autism Spectrum Disorder and Complex Needs During COVID-19 and School Closures (2020, background): “Data indicate that high-quality training alone may not result in sustained increases in adults’ instructional behavior (e.g., Duchaine et al., 2011; Hawkins & Heflin, 2012; Reinke et al., 2007); therefore, teachers should plan for ongoing caregiver support when it is possible.”