%0 Journal Article
%T Effects of Tactile Prompting and Self
%A Andrew M. Markelz
%A David B. McNaughton
%A Jonte C. Taylor
%A Mary Catherine Scheeler
%A Paul J. Riccomini
%A Tom Kitchen
%J Exceptional Children
%@ 2163-5560
%D 2019
%R 10.1177/0014402919846500
%X Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers¡¯ use of behavior-specific praise while sustaining intervention long enough until teachers contacted natural maintaining contingencies. We created electronic tactile awareness prompting with self-monitoring (eTAPS) by combining two applications on an Apple Watch. Using a multiple-baseline-across-participants design, this study primarily investigated the effects of eTAPS on special education teachers¡¯ use of behavior-specific praise. Secondarily, this study investigated the impact that behavior-specific praise would have on the on-task behaviors of targeted students with disabilities demonstrating frequent off-task behaviors. Results indicated that eTAPS was effective in increasing and maintaining behavior-specific praise rates. Furthermore, significant increases in student on-task behavior occurred. Implications of results and future research are discussed
%U https://journals.sagepub.com/doi/full/10.1177/0014402919846500