Emailed Support for Implementation Fidelity: The Effects of Email Prompts on Teacher Use of BSP

Abstract

This study sought to expand the literature on the effects of emailed implementation support on teachers’ use of behavior specific praise. The effects of the intervention on select student outcomes were also observed. Participants were four early elementary school teachers that sought support for implementing research-based classroom management practices. A concurrent A-B-C-D multiple-probe design was utilized to observe changes in the teachers’ behavior specific praise and correction frequencies and their students’ on-task and disruptive behaviors when didactic training, email prompting, and email performance feedback were introduced in separate phases. The results indicated that three of the four participants increased their BSP frequency from the baseline after the introductions of email prompts and email performance feedback, and two of the four participants decreased their correction frequency after the introductions of the emailed implementation supports. All four participants indicated a preference for email performance feedback. Additional effect size analyses indicated notable effects on students’ on-task and disruptive behaviors. Limitations and future directions for emailed implementation support are discussed.

Date of Award	2024
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Hao-Jan Luh (Supervisor)