Early Childhood Teachers' use of Specific Praise Statements with Young Children at Risk for Behavioral Disorders

By Elizabeth Kirby Fullerton, M. Conroy, V. Correa. 2009

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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).”
Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior (2014, background): “…increase their use of those practices within their classroom settings and an increase in teachers’ use of these practices is often accompanied by changes in children’s behaviors (see Fox et al., 2011; Fullerton et al., 2009; Hemmeter et al., 2011; Smith et al., 2011; Stormont et al., 2011).”