This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of BSP and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers’ overall rates of delivering BSP and reducing reprimands; however, substantial disparities in praise delivery were observed among student racial groups across teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior. The results also indicated that teacher perception of student classroom behavior improved, as a result of the teacher training intervention.

这项研究检查了教师培训干预措施对在四个基本教室中实施常见的积极行为课堂支持策略，行为特定赞美（BSP）的教师实施公平性建立的影响。通过在不同种族的学生之间建立相称的称赞和纪律实践，使用教师自我监测和书面绩效反馈来支持教师改善课堂实践。跨参与者设计的多基线设计用于评估自我监督和书面绩效反馈的影响，无论有无公平性程序，这对教师交付BSP和谴责以及他们对学生课堂行为的感知。结果表明，典型的自我监控和书面绩效反馈可以有效地提高参与教师的总体BSP交付率并减少谴责。但是，在教师之间的学生种族群体中，在表扬方面存在很大差异。有关公平的其他反馈对于减少教师行为方面的差异是必要的。结果还表明，由于教师培训的干预，教师对学生课堂行为的感知得到了改善。