Professional Development with Video Modeling: Effects on Behavior Specific Praise in General Education Classrooms

Document Type


Journal/Book Title/Conference

43rd Annual Association for Behavior Analysis International Convention


Association for Behavior Analysis


Denver, CO.

Publication Date



Federal mandates require that teachers implement evidence-based practices (EBP) in their classrooms; however, these practices are inconsistently implemented in both general and special education settings. Although intended to address this research-to-practice gap, teacher professional development opportunities are typically delivered in ineffective, one-shot formats. To address the need for effective professional development targeting EBP implementation in schools, this study examined the effects of a treatment package on teacher use of behavior-specific praise statements (BSPS). Specifically, this study used a multiple baseline across participants design to determine whether a functional relation exists between a professional development package incorporating video modeling and teacher rate and integrity of BSPS in general education classrooms. Eight general education elementary teachers participated in a six-week training series consisting of watching video modeling clips, practicing BSPS, and receiving feedback on BSPS delivery. Data were collected on rate of BSPS and the integrity with which teachers delivered BSPS throughout typical classroom routines. Results indicated a functional relation between the training package and rate and integrity of BSPS. Implications related to effective educator professional development and video modeling as a facilitative tool for educator skill acquisition and treatment integrity are discussed.

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