The primary purpose of this study was to examine the effects of a brief training plus e-mail-specific performance feedback (ESPF) on increasing preschool teacher’s use of behavior-specific praise (BSP) statements. Quantity of BSP was measured using a frequency count, while voice intonation of BSP statements was measured using a voice recording system. A multiple probe design across four preschool teachers who taught in inclusive preschool classrooms was used to evaluate the effectiveness of ESPF on BSP delivery. As an outcome measure, researchers examined whether changes to the teacher’s BSP affected children’s task engagement during class activities. Results indicated a functional relation between ESPF and an increase in the quantity of BSP statements. Voice intonation of BSP statements increased for three participants following ESPF; however, a clear functional relation was not present in the data. Results also indicated that increased quantity and intonation of BSP statements resulted in a tendency for increased mean task engagement across all children; this finding may warrant further investigation. Limitations and future research directions are discussed.

这项研究的主要目的是检验简短培训加上电子邮件特定的绩效反馈（ESPF）对增加学龄前教师使用特定于行为的表扬（BSP）陈述的影响。使用频率计数来测量BSP的数量，而使用语音记录系统来测量BSP语句的语音语调。使用四名在包容性学前班教室任教的学前班老师的多探针设计来评估ESPF对BSP交付的有效性。作为一项成果指标，研究人员检查了教师BSP的变化是否影响了孩子在课堂活动中的任务投入。结果表明ESPF与BSP语句数量增加之间存在功能关系。ESPF之后的三名参与者的BSP语句的语音语调有所增加；然而，数据中没有明确的功能关系。结果还表明，BSP语句的数量和语调的增加导致所有儿童的平均任务投入增加的趋势；这一发现可能值得进一步调查。局限性和未来的研究方向进行了讨论。