The Effects of a Video Self-Analysis Package on Pre-Service Teachers’ Use of Behavior-Specific Praise

Authors

Janet VanLone Ph.D., Bucknell University
Jennifer Freeman Ph.D., University of Connecticut
Brandi Simonsen Ph.D., University of Connecticut
Susannah Everett Ph.D., University of Connecticut
George Sugai Ph.D., University of Connecticut
Sara Whitcomb Ph.D., University of Massachusetts

Abstract

This study used a single-subject, multiple baseline across participants research design to explore the effects of a multi-component intervention on pre-service teachers’ use of behavior-specific praise (BSP). The intervention consisted of explicit instruction and modeling of the skill, followed by on- going video self-analysis, self-monitoring, and performance feedback. Participants (n=4) were undergraduate senior teacher education students who were completing their student teaching semester. Results indicate improvements in BSP rates across all four student teachers, and participants found the intervention to be socially valid. Implications for future research and practice are discussed.

Recommended Citation

VanLone, J., Freeman, J., Simonsen, B., Everett, S., Sugai, G., & Whitcomb, S. (2022). The Effects of a Video Self-Analysis Package on Pre-Service Teachers’ Use of Behavior-Specific Praise. The Journal of Special Education Apprenticeship, 11(1). https://doi.org/10.58729/2167-3454.1131