Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD

Abstract

The purposes of this study were to examine (a) the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disorders (EBD) and (b) the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of a class of students with EBD. Participants were a special education teacher and nine fifth-grade students in a self-contained classroom for students with EBD. Using an ABAB withdrawal design, the rate of the teacher's behavior-specific praise was increased to a criterion level during each intervention phase. Results indicate that the students' on-task behavior increased when the teacher's behavior-specific praise increased, and they decreased during the brief withdrawal phase. Implications for research and practice are discussed.

Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

“…Although the teachers' baseline data were not always consistent, all teachers met their OTR goal on each intervention session. The findings of this study are consistent with previous research, indicating that PD and teacher coaching can have an immediate effect on the implementation of evidence-based strategies (Bethune & Wood, 2013;Kretlow et al, 2012;Simonson et al, 2010;Sutherland et al, 2000). Like other successful studies, this study used PD and teacher coaching as a package; therefore, these positive results were not surprising.…”

“…Virtual coaching may offer these teachers an opportunity to have regular contact with a coach to manage the behaviors of students with E/BD that may inhibit their ability to maintain positive academic outcomes and desirable behaviors (Rock et al, 2013;Simonsen, Fiarbanks, Briesch, Myers, & Sugai, 2008). Studies that have used faceto-face coaching to provide PD support to special education teachers to implement evidence-based strategies report positive outcomes (Capizzi, Wehby, & Sandmel, 2010;Duchaine, Jolivette, & Copeland, 2011;Simonsen et al, 2010;Sutherland & Wehby, 2001;Sutherland, Wehby, & Copeland, 2000).…”

Effects of Classroom Management Intervention Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms

“…As was emphasized in similar studies (Barton & Wolery, 2007;Cossairt, Hall, & Hopkins, 1973;Mesa et al, 2005;Sutherland, Wehby, & Copeland, 2000), the PF which was used in the teacher education positively changed the teachers' classroom management strategies. The effectiveness findings of this study showed that PF might be used in teacher education as a short-term, problemfocused, effective solution.…”

Teacher motivation as an enhancement to the first step to success early intervention program for children with tertiary level behavioral challenges.

“…It is possible that teachers are not aware of the level of negativity in their classrooms brought on by coercive relationships. In addition to low rates of positivity in classrooms and the contradiction in teacher's perceptions of classroom valence, children with developing school adjustment and behavior problems are prone to more negative transaction with their teachers than positive (Sutherland, & Oswald, 2005;Sutherland, Wehby, & Copeland, 2000). Often, negative transactions lead to an escalation in oppositional behavior, with the student resisting teacher requests.…”

“…This change compliments the behaviorally oriented First Step CLASS component; as reinforcers are faded towards the end of the intervention; ideally, the teacher's use of praise replaces the systematic use of external reinforcers upon which the original intervention is based. This is particularly important in classrooms where coercive interactions exist that are often the result of excessive reprimands, and low unit rates of praise to reprimands (Jenson, et aI., 2004;Maag, 2001;Nicholas, Olympia & Jenson, 2001;Sutherland & Oswald, 2005;Sutherland, Wehby & Copeland, 2000). Interestingly, the case-level analysis demonstrated that three teachers (25%) began the intervention process with unit rates of positive to negative feedback at or above the desired rate of2.9 (Frederickson & Losada, 2005, see also Sprague & Perkins, 2009; countering the premise that excessive rates of reprimand and low rates of praise to reprimand often exist in these classrooms.…”