Rate My Professor Margaret Floress

Floress's academic interests center on natural rates of teacher behavioral skills, teacher and parent training, preschool interventions, behavioral and academic interventions, sleep and elimination disorders, classroom management practices, teacher use of praise and reprimand, behavior-specific praise, teleconsultation technologies, anti-bias training for educators, student behavior in general, at-risk, and special education settings, social skills training for children with autism spectrum disorder, and psychopharmacology consultation for school psychologists. Her key publications include "Middle and high school praise: A systematic review of the literature" (2024), "Teacher Stress and Self-Efficacy Relative to Managing Student Behavior" (2024), "Exploring Pre-service, Early Childhood Educators’ Use of Praise: A Preliminary Investigation" (2023), "Praise Research Trends and Future Directions: Characteristics and Teacher Training" (2017), "A Preliminary Investigation of Kindergarten Teachers' Use of Praise in General Education Classrooms" (2015), "Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis" (2019), and "The Caterpillar Game: A SW-PBIS Aligned Classroom Management System" (2017). With over 1,400 citations on Google Scholar, her research significantly influences school psychology, behavioral pediatrics, and applied behavior analysis.