The purpose of this study was to explore the efficacy of iCoaching to increase the use of behavior-specific praise (BSP) by three educators (one teacher, two paraprofessionals) working in a rural center–based classroom for students with emotional and behavioral disabilities using a short, focused professional development and iCoaching. Results of the single-case delayed multiple baseline design study suggest that iCoaching increased BSP delivery by participants. Furthermore, BSP rates were maintained after iCoaching was withdrawn. Implications for using iCoaching with rural educators and future research directions are discussed.

本研究的目的是探讨iCoaching的有效性，该方法可提高三名教育工作者（一名教师，两名辅助职业）在以农村中心为基础的针对情感和行为残疾学生使用的教室中工作的三名教育者的使用，从而提高对行为特定赞美（BSP）的使用。简短，专注的专业发展和iCoaching。单案例延迟多基线设计研究的结果表明，iCoaching增加了参与者的BSP交付量。此外，iCoaching退出后，BSP率保持不变。讨论了与农村教育工作者一起使用iCoaching的含义和未来的研究方向。