Search results for: Myers Diane

The purpose of this study was to investigate the effects of PORT, an intervention comprising explicit training and performance feedback for teachers on implementation of three critical classroom management skills: presentation of prompts, OTRs, and specific praise. The results indicate that there was not a functional relationship between explicit training and teachers' demonstration of classroom management skills; however, introducing performance feedback following training was functionally related to an increase in the level, trend, or stability of teachers' use of each skill.