Document Type
Thesis
Degree
Master of Science
Major
Applied Behavioral Analysis
Date of Defense
7-3-2025
Graduate Advisor
Andresa De Souza
Committee
Danielle Pizzella
Karl Schoenherr
Abstract
The current study explores the effects of self-monitoring on teachers' use of behavior-specific praise (BSP) and its impact on student behavior in a center-based classroom. Self-monitoring, a cost-effective and time-efficient intervention, has been proven effective in previous research for enhancing educator performance. However, previous studies have often combined self-monitoring with other interventions, leaving a gap in understanding its effects in isolation. This study aims to replicate the work of Justus et al. (2023) by examining the impact of self-monitoring on paraprofessionals in a center-based classroom with students aged 6-10. Using a multiple baseline design across participants, three paraprofessionals were trained to self-monitor their usage of BSP, with data also being collected on student behavior. Results showed that all three participants increased their usage of behavior-specific praise statements during the intervention phase, which led to a corresponding positive change within the center-based classroom. These findings contributed to the literature on self-monitoring as an effective tool for improving teacher performance and student outcomes in resource-limited educational settings.
Recommended Citation
Walsh, Samantha, "Effects of Self-Monitoring on Teachers’ Behavior-Specific Praise and Students’ Behavior in a Center-Based Classroom" (2025). Theses. 498.
https://irl.umsl.edu/thesis/498