Increasing Teacher Praise and on Task Behavior for Students With Autism Using Mobile Technology

Rivera, Christopher J.; Mason, Lee; Jabeen, Iffat; Johnson, Josiah

doi:10.1177/0162643415617375

Cited by 13 publications

(17 citation statements)

References 30 publications

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“…To meet our BSP requirement, studies had to explicitly state they used praise that included an acknowledgment of student behavior with specific labeling of what behavior had been acknowledged and provide examples to verify. Studies that did not define praise as behavior specific were not included (e.g., Rivera, Mason, Iffat, & Johnson, 2015). Only studies with BSP as a primary DV or IV were included, as praise was often a part of an intervention but not the focus of the investigation (e.g., functional assessment–based interventions; Lane et al, 2007).…”

Section: Methodsmentioning

confidence: 99%

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base

Ennis

Royer

Lane

et al. 2019

Behavioral Disorders

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Behavior-specific praise (BSP) is a low-intensity strategy widely used to encourage appropriate behavior. We sought to explore the vast literature base for BSP, which spans 50 years, to better understand for whom and under what conditions BSP has demonstrated effectiveness. We conducted a comprehensive review of school-based intervention studies ( k = 57) involving BSP with school-age students. First, we identified outlets in which these 57 studies (from 52 articles) were featured. Second, we described the 1,947 total student participants and the educational contexts in which these interventions occurred—the vast majority of students were served in general education and many displayed challenging behaviors (e.g., students with emotional and behavioral disorders). Third, we examined how BSP was implemented and evaluated with the Pre-K–12 population, noting three distinct areas of research: teacher-delivered BSP, student-delivered BSP, and professional learning to increase BSP. Fourth, we examined how BSP was employed as an independent and dependent variable, with more than 96% of studies featuring BSP as an outcome measure. Finally, we investigated the extent to which social validity (33 studies), generalization (11 studies), and maintenance (26 studies) were assessed. We conclude with a discussion of limitations and directions for future inquiry.

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Section: Methodsmentioning

confidence: 99%

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base

Ennis

Royer

Lane

et al. 2019

Behavioral Disorders

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“…The MotivAider device and app provided vibratory prompting on a fixed/interval schedule for a single behavior. Another study used an app on smartphones for prompting as well (Rivera, Mason, Jabeen, & Johnson, 2015). One study used the Gentle Reminder™ which clips to a participant’s waist or pocket to provide fixed/interval vibratory prompting for a single behavior (McDonald, Reeve, & Sparacio, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Four studies used tactile prompting as the sole independent variable (Haydon & Musti-Rao, 2011; Markelz et al, 2018; McDonald et al, 2014; Rivera et al, 2015). The remaining four studies used tactile prompting in combination with a variety of other independent variables including training, verbal prompts through radio communication, self-monitoring, performance feedback, student feedback, coaching, and positive reinforcement.…”

Section: Resultsmentioning

confidence: 99%

“…The majority of studies employed a multiple baseline across participants or behaviors design. One study used an ABAB reversal design (Rivera et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…Six studies measured additional dependent variables including general praise, reprimands, active questioning, classroom scanning, token delivery, managing disruptions, and prompting appropriate behaviors. Along with participant dependent variables, five studies also measured student disruptive behaviors (Haydon & Musti-Rao, 2011), on/off-task behaviors (Markelz et al, 2019; O’Handley et al, 2018; Rivera et al, 2015), and student stereotypic behaviors (McDonald et al, 2014).…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

A Systematic Review of Tactile Prompting in Teacher Education

Markelz

Scheeler²,

Riccomini³

et al. 2019

Teacher Education and Special Education

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Researchers are exploring innovative technologies to prepare educators. A systematic literature review was conducted to study the role of tactile prompting (i.e., vibratory signals on a schedule) in teacher education. Ten studies meeting inclusion criteria were synthesized and analyzed based on how tactile prompting is utilized, effects of tactile prompting, and quality of research. Findings suggest studies with tactile prompting as the primary independent variable, or condition within a phase, demonstrated medium to very high Tau-U single-case effect sizes (range = 0.54-1.00) and high social acceptability on classroom management teaching behaviors. Simplistic prompting devices reduce cost, training, and anxiety barriers to adoption; however, innovations in wearable technology provide opportunities for a more robust behavior modification tool. Research suggests tactile prompting reduces cognitive load and provides multiple opportunities to practice, which has value in time-constrained preparation programs. Further exploration of this technique in teacher education is warranted.

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Using an intervention package with percentile schedules to increase on‐task behavior

Kwak

Najdowski

Danielyan

2022

Behavioral Interventions

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Improving on‐task behavior can allow individuals to access more learning opportunities and is especially relevant for individuals with developmental disabilities. The current study examined the efficacy of an intervention package that used percentile schedule of reinforcement, feedback, and application of lower limits to changes in criteria to increase on‐task behaviors in children with developmental disabilities. Using a nonconcurrent multiple baseline across participants design, data revealed a functional relationship between the implementation of the intervention and an increase in the percentage of intervals that participants were on task. Overall, the participants' on‐task behavior improved from a mean of 32% during baseline to 68% during intervention, with a proportionate percentage change of 118%. Although there is no widely accepted method for shaping, using percentile schedules as part of an intervention package appears to be a promising way to shape behavior.

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Increasing Teacher Praise and on Task Behavior for Students With Autism Using Mobile Technology

Cited by 13 publications

References 30 publications

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base

A Systematic Review of Tactile Prompting in Teacher Education

Using an intervention package with percentile schedules to increase on‐task behavior

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