Component Analysis of Training and Goal Setting, Self-Monitoring, and Tactile Prompting on Early Childhood Educators’ Behavior-Specific Praise

Markelz, Andrew M.; Riden, Benjamin S.; Hooks, Sara D.

doi:10.1177/1053815120927091

Cited by 5 publications

(4 citation statements)

References 44 publications

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“…Participants were then told that prior to each observation, they would be handed an Apple Watch™ (series 4) that had a Periodic Timer application (Kelin, 2014). The timer application was programmed to deliver a vibratory cue (i.e., tactile prompt) every 75 s. Previous research suggests tactile prompting effectively increases teacher praise rates (Markelz, Riden, & Hooks, 2021; Markelz, Taylor, et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors

Markelz

Riden

Morano

et al. 2022

Journal of Positive Behavior Interventions

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Research has demonstrated behavior specificity as a salient characteristic of teacher praise efficacy. Praise variety may also be an important characteristic to reinforce desired student behavior based on research about the quality of reinforcers. In this study, we used an alternating treatments design to examine the effects of varied and non-varied behavior-specific praise (BSP) on two first-grade students’ on-task behaviors in general education classrooms. Visual and statistical analyses suggest both varied and non-varied BSP increased on-task behavior, with varied BSP resulting in marginally higher levels of on-task behavior. There was no functional relationship between varied and non-varied BSP conditions. Findings from this study contribute to teacher praise literature as the first to empirically investigate the effects of praise variety on student behavior. We discuss the implications of this preliminary research and encourage future inquiry into additional characteristics of praise.

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Section: Methodsmentioning

confidence: 99%

The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors

Markelz

Riden

Morano

et al. 2022

Journal of Positive Behavior Interventions

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“…The final two phases were in situ training with feedback and in situ training with reinforcement. Yet another example of this is displayed by Markelz et al (2020).…”

Section: Component Analysis Characteristicsmentioning

confidence: 96%

The Nature and Extent of Component Analyses for Improving or Mitigating Behavior: A Systematic Review

et al. 2020

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A component analysis is an approach where two or more independent variables are evaluated as a package and independently. The approach is used to assess and identify which component of a treatment package is the most effective. The purpose of this review is to document the application of component analyses to improve or mitigate non-academic behaviors with individuals with disabilities. We identified 21 research articles that used a component analysis to evaluate treatment packages with students who were identified as having or at-risk for a disability in classroom and/or alternative settings. Results from reviewing 21 articles (22 cases) indicate that 11 intervention packages had a single component that was critical for successful behavior change. Two articles suggested the entire intervention package was necessary while nine articles did not report a critical component or had variable results pertaining to critical components. The benefits and drawbacks of using component analyses for single case research are discussed. Implications for future research are also presented.

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“…Self-monitoring is described as monitoring or meticulously noting one's own actions to enhance performance (Gravina et al, 2013). Faculty members have utilized self-monitoring to augment their use of praise (Knochel et al, 2022;Markelz et al, 2021) and possibilities to engage, among other things (Simonsen et al, 2020).…”

Section: Self-monitoring and Online Teachingmentioning

confidence: 99%

“…Faculty members have utilized self-monitoring to augment their use of praise (Knochel et al. , 2022; Markelz et al. , 2021) and possibilities to engage, among other things (Simonsen et al.…”

Section: Literature Reviewmentioning

confidence: 99%

Online teaching and its impact on self-monitoring of faculty members: learnings for the future from a pandemic

Pandita

Kumar

2022

HESWBL

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PurposeThis research aims to combine and extend the literature on the self-monitoring approach used by faculty members in online teaching during the COVID-19 pandemic using the Technology Acceptance Model (TAM) model. The study also highlights the challenges faced by faculty members in online teaching.Design/methodology/approachBased on a mixed methodology approach, the primary data was obtained from the faculty members of the post-graduate business schools. This data enabled the measurement of self-monitoring adopted by the faculty members and the relationship of the factors by using the TAM model. Multivariate regression was adopted to study the relationships between the elements in the TAM model and faculty members’ self-monitoring. Secondly, a few exploratory questions were asked to the respondents about the challenges faced by them during online teaching.FindingsThe quantitative analysis conducted using multiple regression directed that the faculty’s contentment with any digital platform influenced their engagement, attention and participation while taking an online class as a part of the self-monitoring process. The perception of the technology platforms used for online teaching affected the faculty members’ self-monitoring dimensions: attention, participation and engagement. Based on the qualitative approach, the thematic analysis pointed out five major challenges for faculty members in conducting online classes: I.T. support, hesitation, interaction with peers and students, proficiency with an online platform and evaluation challenges.Research limitations/implicationsThis study was conducted during the complete lockdown of the COVID-19 pandemic; many faculty members were initially trained to get familiarized with the online teaching platforms and educate students. Hence, this study enriches the literature on online teaching during pandemic times.Practical implicationsTo ensure that the faculty impacts quality online education and the students obtain the knowledge and skills required, faculty need to alter their pedagogy based on the technology they use to focus on their students’ teaching, learning and needs.Originality/valueThis study measures self-monitoring and its dimensions for faculty members, which is unique in nature. This was the first time the faculty members were imposed with the responsibility of online teaching and ensuring that the learning-teaching process was fruitful. This study has both-theoretical and practical implications as the paper focuses on various insights which can make online teaching-learning more effective.

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Component Analysis of Training and Goal Setting, Self-Monitoring, and Tactile Prompting on Early Childhood Educators’ Behavior-Specific Praise

Cited by 5 publications

References 44 publications

The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors

The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors

The Nature and Extent of Component Analyses for Improving or Mitigating Behavior: A Systematic Review

Online teaching and its impact on self-monitoring of faculty members: learnings for the future from a pandemic

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