The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms

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Understanding feedback: A learning theory perspective (2013, background): “…Mellish (2007), Goodman, Brady, Duffy, Scott, and Pollard (2008), Rodriguez, Loman, and Horner (2009), Auld, Belfiore, and Scheeler (2010), Scheeler, Congdon, and Stansbery (2010), Duchaine, Jolivette, and Fredrick (2011), Ochieng’ Ong’ondo and Borg (2011), and Scheeler, McKinnon, and Stout (2012).”
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.”
Is Performance Feedback for Educators an Evidence-Based Practice? A Systematic Review and Evaluation Based on Single-Case Research (2015, methodology): “These elements included the use of “verbatim examples,” wherein the consultant provided the consultee with explicit examples of his or her use of the intervention to serve as a model (Barton & Wolery, 2007; Duchaine, Jolivette, & Fredrick, 2011); “video examples” that involved the consultant’s displ”