In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be a potentially evidence-based practice based on Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education. Research has shown that traditional lecture-style short-duration professional development does not typically lead to lasting change in teacher behavior, but follow-up observations with continued support (e.g., school-wide professional development for all, small group support for some, individualized support for a few) are much more likely to produce desired outcomes. As such, we examined the evidence base for coaching educators to increase behavior-specific praise by applying CEC quality indicators and standards, and concluded that coaching educators to increase behavior-specific praise meets CEC guidelines to be considered an evidence-based practice. Educational implications, limitations, and future directions are presented.

中文翻译：

---

在K-12之前的环境中，辅导对教师提供的特定行为赞美的影响：系统评价

在这份系统的文献综述中，我们研究了教练（例如书面，电子邮件，视觉，视频和自我监控的绩效反馈；体内耳部提示；组合）的影响，教师和其他教育者增加了对以下方面的使用：特定于行为的表扬，这是一种低强度的教师提供的策略，该策略先前被确定为基于特殊儿童理事会（CEC）特殊教育中的循证实践标准的潜在的循证实践。研究表明，传统的演讲式短期专业发展通常不会导致教师行为的持久变化，而是在持续支持下的后续观察（例如，全校范围内的所有人的专业发展，对某些人的小组支持，少数人的个性化支持）更有可能产生预期的结果。因此，我们研究了通过应用CEC质量指标和标准来指导教练员提高行为特异的称赞的证据基础，并得出结论认为，教练员提高行为特异的称赞符合CEC准则，被认为是循证实践。介绍了教育意义，局限性和未来方向。