The Effects of Targeted Professional Development on Teachers’ Use of Empirically Supported Classroom Management Practices. Research suggests teachers want and need to improve classroom management skills. Studies also find that teachers currently receive limited training and support in this critical area of instruction. This study examines brief, targeted professional development (brief training, email prompting, and self-management) to improve teacher classroom management skills. The training focused on increasing the effective use of prompting, increased active student responding, and delivery of praise. The results show that teachers increased their prompt and specific praise rates while they actively engaged in training. However, the effects of professional development did not maintain when training shifted to a new skill.
Citation: Simonsen, B., Freeman, J., Myers, D., Dooley, K., Maddock, E., Kern, L., & Byun, S. (2019). The Effects of Targeted Professional Development on Teachers’ Use of Empirically Supported Classroom Management Practices. Journal of Positive Behavior Interventions, 1098300719859615.