Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers’ use of behavior-specific praise while sustaining intervention long enough until teachers contacted natural maintaining contingencies. We created electronic tactile awareness prompting with self-monitoring (eTAPS) by combining two applications on an Apple Watch. Using a multiple-baseline-across-participants design, this study primarily investigated the effects of eTAPS on special education teachers’ use of behavior-specific praise. Secondarily, this study investigated the impact that behavior-specific praise would have on the on-task behaviors of targeted students with disabilities demonstrating frequent off-task behaviors. Results indicated that eTAPS was effective in increasing and maintaining behavior-specific praise rates. Furthermore, significant increases in student on-task behavior occurred. Implications of results and future research are discussed.

中文翻译：

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触觉提示和自我监控对教师使用特定行为表扬的影响

有效管理课堂对于促进学生取得积极成果至关重要。特定行为的表扬是一种经验支持的策略，可以强化理想的学生行为。在查阅文献后，我们确定触觉提示和自我监控是增加教师使用特定行为表扬的有效方法，同时将干预维持足够长的时间，直到教师接触自然维持突发事件。我们通过在 Apple Watch 上结合两个应用程序，创建了具有自我监控功能的电子触觉感知提示 (eTAPS)。本研究使用多基线跨参与者设计，主要调查 eTAPS 对特殊教育教师使用行为特定表扬的影响。其次，本研究调查了特定行为的表扬对表现出频繁的非任务行为的目标残疾学生的任务行为的影响。结果表明，eTAPS 在提高和维持特定行为的表扬率方面是有效的。此外，学生的任务行为显着增加。讨论了结果和未来研究的影响。