With increasing demands for teacher accountability, today’s teachers are tasked with meeting both the academic and behavioral needs of their students. Being able to efficiently manage classroom behavior can maximize classroom time for instruction. In a multiple-probe across participants design study, we investigated the effects of content acquisition podcasts (CAPs) plus video along with coaching feedback on preservice teachers’ use of behavior-specific praise statements. Preservice teachers in elementary, intermediate, middle, and high school settings participated during their final internship in a special education preparation program. Direct observations over a 9-week period showed an increase in the use of behavior-specific praise statements across participants. Implications for research and teacher education are discussed.

随着对教师问责制的要求不断提高，当今的教师肩负着满足学生的学术和行为需求的任务。能够有效地管理课堂行为可以最大程度地提高课堂教学时间。在跨参与者设计的多探针研究中，我们调查了内容获取播客（CAP）加上视频以及教练反馈对职前教师使用特定于行为的表扬陈述的影响。在小学，初中，初中和高中阶段的职前教师在最后实习期间参加了特殊的教育准备课程。在为期9周的时间内进行的直接观察表明，参与者对特定行为的表扬声明的使用有所增加。讨论了对研究和教师教育的影响。