Several strategies (e.g., performance feedback, video models, tactile prompting) have been found to be effective for improving preservice teachers’ use of foundational behavior management skills. However, there is limited research examining these training strategies for promoting preservice clinicians’ use of evidence-based behavior management skills. Furthermore, when these strategies are utilized, personnel receiving training often respond differentially. Therefore, the purpose of this study was to evaluate the effectiveness of a tiered training model that incorporated performance feedback, video models, and tactile prompts to increase school psychology graduate students’ rates of behavior specific praise during one-to-one sessions with child clients. Results indicated that rates of behavior specific praise increased and maintained across time. Findings, limitations, and directions for future research are discussed.

已经发现几种策略（例如，绩效反馈、视频模型、触觉提示）可有效提高职前教师对基本行为管理技能的使用。然而，研究这些培训策略以促进职前临床医生使用循证行为管理技能的研究有限。此外，当使用这些策略时，接受培训的人员通常会做出不同的反应。因此，本研究的目的是评估分层培训模型的有效性，该模型结合了绩效反馈、视频模型和触觉提示，以提高学校心理学研究生在与儿童客户的一对一会话中对行为特定的表扬率. 结果表明，特定行为的表扬率随着时间的推移而增加并保持不变。