Opportunities to respond and behavior-specific praise in the juvenile justice setting : teacher professional development and coaching
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Students in the juvenile justice setting have unique behavioral needs as compared to those in general education environments. Thus, professional development on behavioral management practices is important for teachers in these settings. Further, one instance of professional development has been shown to influence teacher knowledge, but the use of coaching is more effective in influencing teacher skill acquisition. This study employed a single subject, multiple-baseline across participants design to examine the impact of professional development modules and coaching on teacher use of opportunities to respond and behavior-specific praise, on student problem behavior. Results from the study indicate that only using the professional development modules did not change teacher not student behavior; however, the addition of coaching lead to increased use of targeted skills. Throughout the intervention, student problem behavior did not change as a result of the change in teacher behavior. Following the intervention, the teacher participants rated the intervention as a whole, the professional development modules, and the coaching to be useful, sustainable, feasible, and acceptable. The present study addresses a significant gap in the literature on the professional development needs for teachers in juvenile justice settings. Implications and future research are discussed.
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Ph. D.