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

This study examined the impact of culturally focused classroom staff training on delivery of praise and its collateral effects on student on-task behavior. Training involved self-monitoring and performance feedback to promote staff delivery of culturally adapted praise to students. Four classroom staff and four students with autism spectrum disorder (ASD) in Ghana participated in the study. The outcomes of the study were evaluated using a concurrent multiple baseline across participants (dyads) design with an ABC sequence. Results indicated that staff training using self-monitoring and performance feedback procedures successfully increased staff delivery of behavior-specific praise, but the procedures did not produce desired student outcomes. Culturally relevant adaptations to the topography of praise and implementation support were necessary to improve on-task behavior. This experiment provides an impetus for further examination of how common behavior-analytic training procedures can be culturally adapted for children with ASD in non-Western contexts.

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Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

Update Applications of Research in Music Education ◽

10.1177/8755123315626229 ◽

2016 ◽

Vol 35 (3) ◽

pp. 23-30 ◽

Cited By ~ 6

Author(s):

Paul Caldarella ◽

Leslie Williams ◽

Krystine A. Jolstead ◽

Howard P. Wills

Keyword(s):

Social Skills ◽

Positive Behavior Support ◽

Challenging Behaviors ◽

Positive Behavior ◽

Behavior Support ◽

Teacher Praise ◽

Intervention Teams ◽

Music Classroom ◽

Task Behavior ◽

On Task Behavior

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and reinforcing appropriate social skills. Class-Wide Function-Related Intervention Teams (CW-FIT), a specific positive behavior support intervention involving social skills instruction, positive reinforcement, and group contingencies, has proven effective in elementary schools but has not been evaluated specifically in music classrooms. The present study sought to investigate the effectiveness of CW-FIT in increasing on-task behavior and teacher praise-to-reprimand ratios in a sixth-grade music classroom. A single-subject reversal (ABAB) design was used. Results indicated that student on-task behavior increased when CW-FIT was implemented. Teacher praise-to-reprimand ratios also improved. Results suggest the teacher and the students found CW-FIT valuable and enjoyable. Study limitations and implications are addressed.

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Improving Student Behavior in Middle School Art Classrooms: Initial Investigation of CW-FIT Tier 1

Journal of Positive Behavior Interventions ◽

10.1177/1098300719864704 ◽

2019 ◽

Vol 22 (1) ◽

pp. 38-50

Author(s):

Kimberly D. Monson ◽

Paul Caldarella ◽

Darlene H. Anderson ◽

Howard P. Wills

Keyword(s):

Middle School ◽

Classroom Management ◽

Positive Reinforcement ◽

Single Subject ◽

Teacher Praise ◽

Initial Investigation ◽

Task Behavior ◽

On Task Behavior ◽

Art Classrooms ◽

Middle School Art

Classroom management is commonly challenging in middle schools. Class-wide function-related intervention teams (CW-FIT) is a multitiered intervention designed to decrease problem behaviors at the classroom level. It is comprises evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This initial investigation examined the effects of CW-FIT using a single-subject ABAB design in two middle school art classrooms. Results indicated that class on-task behavior increased by more than 25% and teacher praise-to-reprimand ratios more than doubled during CW-FIT implementation compared with baseline levels. Results also indicated that on-task behavior for students identified as at risk for behavioral disorders improved by more than 18% during the intervention. Teachers and students found the intervention to be socially valid. Resulting implications were promising for using CW-FIT in other middle school art classrooms.

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Blue Light Covers Increase Stereotypy and Decrease On-Task Behavior for Students with Autism

Behavior Analysis in Practice ◽

10.1007/s40617-018-00321-6 ◽

2019 ◽

Vol 12 (3) ◽

pp. 632-636

Author(s):

Sacha T. Pence ◽

Reginna Wagoner ◽

Claire C. St. Peter

Keyword(s):

Blue Light ◽

Task Behavior ◽

Students With Autism ◽

On Task Behavior

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Implementing Positive Behavior Support in Preschools

Journal of Positive Behavior Interventions ◽

10.1177/1098300716653226 ◽

2016 ◽

Vol 19 (1) ◽

pp. 48-60 ◽

Cited By ~ 12

Author(s):

Krystine A. Jolstead ◽

Paul Caldarella ◽

Blake Hansen ◽

Byran B. Korth ◽

Leslie Williams ◽

...

Keyword(s):

Classroom Management ◽

Challenging Behavior ◽

Skills Training ◽

Positive Behavior ◽

Single Subject ◽

Student Group ◽

Teacher Praise ◽

Task Behavior ◽

Tier 1 ◽

On Task Behavior

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

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