The Use of Acceptance and Commitment Therapy Techniques to Augment Traditional Behavioral Skills Training for Educators Implementing Behavior Specific Praise Statements in The Classroom Setting

Date of Award


Call Number


Document Type

Open Access Thesis

Degree Name

Doctor of Psychology (PsyD)


School Psychology

First Advisor

Pratt, Jamie L.

Second Advisor

Steege, Mark

Third Advisor

Wickerd, Garry


Acceptance and commitment therapy; Behavioral skills training; Behavior specific praise; Classroom management; Teacher training; PsyD


This study aimed to expand the research on strategies to promote implementation fidelity of high rates of behavior specific praise statements in the classroom setting. The use of values-clarification work within an Acceptance and Commitment Therapy (ACT) framework as an augment to traditional behavioral skills training (BST) modalities in the absence of ongoing performance feedback was explored to increase rates of behavior specific praise statements by educators in the context of an elementary school setting. While all four participants demonstrated an increase in rates of behavior specific praise following BST, two participants derived clear benefit from the addition of the ACT intervention. The implications of these findings for school-based consultation are discussed in the context of behavior management consultation to classroom teachers.