Author ORCID Identifier
https://orcid.org/0009-0000-5752-9317
Date Available
12-13-2024
Year of Publication
2024
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Special Education
Advisor
Dr. Mark Samudre
Abstract
To further support learning in self-contained settings, it is crucial for both teachers and paraprofessionals to implement effective classroom and behavior management strategies. Behavior specific praise (BSP) is one strategy that has been taught to teachers and used in general education classrooms to increase positive student outcomes (Gage et al., 2017) In this study, we used a multi-tiered system for professional development to increase paraprofessionals’ rate of BSP in a self-contained special education setting during one-to-one instructional activities. The results of this study indicated that Tier 1 professional development was sufficient for the paraprofessionals, and it not only increased paraprofessionals’ use of BSP, but also increased student on-task behavior in the classroom.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2024.454
Recommended Citation
Phillips, Lauren, "Multi-Tiered Professional Development System to Increase Paraprofessional Use of Behavior Specific Praise" (2024). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 158.
https://uknowledge.uky.edu/edsrc_etds/158
