Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

ORCID 0000-0001-9595-6651

Date of Graduation


Document Type


Degree Name

Master of Education (MEd)


Department of Educational Foundations and Exceptionalities


Sara Snyder

Joshua Pulos

Benjamin Riden


Behavior-specific praise (BSP) has been shown to be an effective intervention across age groups for improving behavior in the school setting, including increasing on-task behavior, increasing engaged behavior, and reducing disruptive behavior. Following a review of the literature, the researcher selected tactile prompting paired with a visual prompt to increase specials teachers’ use of BSP. Using a multiple probe across participants design with an add-in component, this study investigated the effects of a visual prompt and a tactile prompt paired with a visual prompt to increase BSP use for two elementary school music teachers. Researchers also examined whether increasing BSP use affected the rate of corrective statement use. Results provide preliminary evidence that a tactile prompt paired with a visual prompt is more effective than a visual prompt alone for increasing BSP use.



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