Idaho State University.
J Appl Behav Anal. 1975 Fall;8(3):311-9. doi: 10.1901/jaba.1975.8-311.
The effect of training on the rate of behavior-specific praise for two fourth-grade teachers was investigated within a multiple-baseline design. Training teachers to identify instances of behavior-specific praise on videotaped presentations (discrimination training) combined with instructions to use praise, and audiotape recordings of the teachers' classroom interactions as feedback, increased the rates of behavior-specific praise. However, the effects were restricted to subject-matter areas in which training was conducted.
一项采用多基线设计的研究调查了培训对两位四年级教师行为特定表扬率的影响。通过对教师进行录像展示中行为特定表扬的识别（辨别训练），结合使用表扬的指导，以及教师课堂互动的录音作为反馈，来培训教师，提高了行为特定表扬的频率。然而，这些效果仅限于接受培训的学科领域。
