Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD

2012 ◽  
Vol 37 (2) ◽  
pp. 87-98 ◽  
Author(s):  
R. Allan Allday ◽  
Kim Hinkson-Lee ◽  
Tina Hudson ◽  
Shelley Neilsen-Gatti ◽  
Andrew Kleinke ◽  
...  
Keyword(s):  
At Risk ◽  
General Education ◽  
General Educators ◽  
Multiple Baseline ◽  
Baseline Design ◽  
General Education Classroom ◽  
Behavior Specific Praise ◽  
Use Behavior ◽  
Specific Praise ◽  
Students With Ebd

Students identified with or at risk for Emotional/Behavioral Disabilities (EBD) are being included in the general education classroom with teachers who have little training or exposure to characteristics of and interventions for students with EBD. In this study, we used a simple professional development intervention to train teachers to better use behavior-specific praise (BSP) in their classroom. A modified multiple baseline design was conducted across four teachers and seven students. Three students were identified with EBD and four were considered at risk for EBD. The goal of the study was to increase the rate of BSP delivered to all students in the classroom and determine the effects of increased BSP on students with or at risk for EBD. Results of the study show that, following the teacher training, teachers increased BSP and target students increased their task engagement. In addition to increases in BSP, the use of corrective statements decreased following the training.

iCoaching Behavior-Specific Praise in a Rural Classroom

2021 ◽  
pp. 875687052098230
Author(s):  
Kathleen M. Randolph ◽  
Caroline Sutton Chubb ◽  
Brittany L. Hott ◽  
Elisa Cruz-Torres
Keyword(s):  
Professional Development ◽  
Single Case ◽  
Multiple Baseline ◽  
Future Research ◽  
Emotional And Behavioral Disabilities ◽  
Research Directions ◽  
Baseline Design ◽  
Behavior Specific Praise ◽  
Future Research Directions ◽  
Specific Praise

The purpose of this study was to explore the efficacy of iCoaching to increase the use of behavior-specific praise (BSP) by three educators (one teacher, two paraprofessionals) working in a rural center–based classroom for students with emotional and behavioral disabilities using a short, focused professional development and iCoaching. Results of the single-case delayed multiple baseline design study suggest that iCoaching increased BSP delivery by participants. Furthermore, BSP rates were maintained after iCoaching was withdrawn. Implications for using iCoaching with rural educators and future research directions are discussed.

Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates

2021 ◽  
pp. 019874292110120
Author(s):  
Margaret T. Floress ◽  
Amy M. Briesch ◽  
Lyndsay N. Jenkins ◽  
Kaylee A. Hampton
Keyword(s):  
General Education ◽  
High School Teachers ◽  
Generalizability Theory ◽  
Teacher Behavior ◽  
School Teachers ◽  
Future Directions ◽  
Teacher Praise ◽  
Behavior Specific Praise ◽  
General Education Classrooms ◽  
Specific Praise

This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimand. Frequency of behavior-specific praise, general praise, and total reprimand were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.

Learning to Recruit Assistance to Attain Transition Goals

1995 ◽  
Vol 16 (4) ◽  
pp. 237-246 ◽  
Author(s):  
FABRICIO E. BALCAZAR ◽  
CHRISTOPHER B. KEYS ◽  
JUANA GARATE-SERAFINI
Keyword(s):  
Social Support ◽  
At Risk ◽  
Data Collection ◽  
Role Play ◽  
Support Network ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Social Support Network ◽  
Social Competencies ◽  
Baseline Design

This study evaluated a program to develop help-recruiting competencies as a strategy to facilitate the transition of adjudicated male youths with disabilities residing in a segregated institution. six adjudicated male youths with disabilities participated in the study. a multiple baseline design across behaviors was used to evaluate the youths' acquisition of help-recruiting skills. self-reported measures of the actions taken by the youths in the process of pursuing transition goals were also collected. youths' performance in role-play situations and generalization probes indicated consistent improvements in help-recruiting skills following training. the youths established a total of 17 transition goals at the beginning of the study, of which 11 were attained as planned, 4 were still in progress at the end of data collection, and 2 were dropped. participants also increased the size of their social support network and reported improved satisfaction with their social competencies. the limitations and benefits of developing help-recruiting competencies to facilitate attainment of transition goals among at-risk youths with disabilities are discussed.

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

2019 ◽  
Vol 45 (3) ◽  
pp. 131-147
Author(s):  
Robin Parks Ennis ◽  
David James Royer ◽  
Kathleen Lynne Lane ◽  
Kristin Diane Dunlap
Keyword(s):  
General Education ◽  
Professional Learning ◽  
Challenging Behaviors ◽  
Appropriate Behavior ◽  
School Based ◽  
Students First ◽  
Behavior Specific Praise ◽  
Literature Base ◽  
K 12 ◽  
Specific Praise

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.

Task- Related Interactions Among Teachers and Exceptional, At-Risk, and Typical Learners in Inclusive Classrooms

1999 ◽  
Vol 20 (4) ◽  
pp. 226-232 ◽  
Author(s):  
Valeria T. Chow ◽  
Connie Kasari
Keyword(s):  
At Risk ◽  
General Education ◽  
Inclusive Classrooms ◽  
Exceptional Children ◽  
Students At Risk ◽  
School Year ◽  
Naturally Occurring ◽  
Child Interaction ◽  
General Education Classroom ◽  
Interaction Behaviors

Teacher-child interactions with exceptional, at-risk, and typical learners were observed in three inclusive classrooms. The purpose of this study was to examine both the frequency and type of teacher and student initiations and responses. Observations were conducted at the beginning, middle, and end of one entire school year and based on naturally occurring teacher-child interaction. Behaviors included teacher initiations, student initiations, and teacher responses to student initiations. Although the number of interactions between teachers and children did not change over the year, the type of interactions did change during the year in relation to child group membership. Teachers initiated more task-related interactions with exceptional children and gave them more negative feedback compared to at-risk and typical learners, but only at the beginning of the year. In the middle of the year, teachers gave significantly more negative responses to the task-related and off-task initiations of students at risk than to children with disabilities or typical learners. By the end of the year, there were no significant differences in the number or type of initiations to any of the children. Implications are discussed for the practice of including children with special needs in the general education classroom.

scholarly journals Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders

2007 ◽  
Vol 74 (1) ◽  
pp. 47-70 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
M. Annette Little ◽  
Jenny Redding-Rhodes ◽  
Andrea Phillips ◽  
Megan T. Welsh
Keyword(s):  
At Risk ◽  
General Education ◽  
Behavioral Disorders ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
First Grade ◽  
School Site ◽  
Students At Risk ◽  
Baseline Design

To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in inclusive settings to support 7 first-grade students at risk for E/BD and reading difficulties. Results of a multiple baseline design revealed lasting improvements in reading fluency for all students, accompanied by decreases in variability of academic engagement for 4 students. Although intervention goals, procedures, and outcomes exceeded teacher expectations, social validity ratings for some students declined between the onset and the conclusion of the intervention. This article presents limitations, future directions, and educational implications.

The Effects of a Multicomponent Self-Monitoring Intervention on the Rates of Pre-Service Teacher Behavior-Specific Praise in a Masked Single-Case Experimental Design

2020 ◽  
Vol 22 (4) ◽  
pp. 207-219
Author(s):  
Mary Rose Sallese ◽  
Kimberly J. Vannest
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Visual Analysis ◽  
Management Practice ◽  
Teacher Behavior ◽  
Student Outcome ◽  
Self Monitoring ◽  
Behavior Specific Praise ◽  
Pre Service Teacher ◽  
Specific Praise

The effects of self-monitoring (SM) on teacher behavior are well documented, but previous research does not attempt to control for reactivity as a threat to internal validity. This study examined the effects of a multicomponent SM intervention on the use of a classroom management practice with participant masking to address this absence in the literature. Participating teachers selected between two practices (behavior-specific praise and opportunities to respond). A multiple baseline design across four pre-service teacher interns occurred in general education classroom settings. Participant masking to the purpose of the study precluded exposure to SM, performance feedback, and goal setting. Analyses included an independent visual analysis by three masked raters, an independent quality review for What Works Clearinghouse standards, a nonparametric statistical analysis based on data characteristics, and correspondence reporting between visual and statistical analyses. Overall results indicated an increase in the rate of classroom management practice use by the participants and good social validity across the three constructs. Student outcome data for on-task behavior were inconclusive. Limitations and implications for research and practice are discussed.

IDEA and Inclusive Education

2018 ◽  
pp. 1-38 ◽  
Author(s):  
Marquis C. Grant
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
General Educators ◽  
Federal Mandates ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
General Education Classroom ◽  
The Law ◽  
Education Act ◽  
State Educational

Federal mandates, most notably the Individuals with Disabilities Education Act (IDEA), guarantee education rights for children classified under one of the 13 categories of disabilities, ensuring that they are educated with their peers in the general education classroom as much as possible based on their ability and needs. State educational agencies and local educational agencies are responsible for ensuring that the pedagogical needs of all children with a disability are met in accordance with the law. This chapter discusses IDEA and the concept of inclusion and how special and general educators must increase their efforts to promote and support equitable opportunities for all students.

IDEA and Inclusive Education

2022 ◽  
pp. 1217-1245
Author(s):  
Marquis C. Grant
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
General Educators ◽  
Federal Mandates ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
General Education Classroom ◽  
The Law ◽  
Education Act ◽  
State Educational

Federal mandates, most notably the Individuals with Disabilities Education Act (IDEA), guarantee education rights for children classified under one of the 13 categories of disabilities, ensuring that they are educated with their peers in the general education classroom as much as possible based on their ability and needs. State educational agencies and local educational agencies are responsible for ensuring that the pedagogical needs of all children with a disability are met in accordance with the law. This chapter discusses IDEA and the concept of inclusion and how special and general educators must increase their efforts to promote and support equitable opportunities for all students.

Effects of Targeted Professional Development on Teachers’ Specific Praise Rates

2016 ◽  
Vol 19 (1) ◽  
pp. 37-47 ◽  
Author(s):  
Brandi Simonsen ◽  
Jennifer Freeman ◽  
Kathryn Dooley ◽  
Eleanor Maddock ◽  
Laura Kern ◽  
...  
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Management Practices ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Self Management ◽  
Baseline Design ◽  
Training And Support ◽  
Targeted Professional Development ◽  
Specific Praise

Classroom management continues to be a concern for educators, administrators, and policymakers. Although evidence-based classroom management practices exist, teachers often receive insufficient training and support to implement these practices successfully. Schools need reliable and efficient ways to support teachers’ classroom management. This study employed a multiple baseline design across elementary teachers to investigate the effect of targeted professional development (TPD), an efficient approach that incorporated self-management and email prompts, on teachers’ rates of specific praise. We replicated this study at a second elementary school to provide additional evidence of the efficacy of TPD. Across teachers in both schools, data support a functional relation between TPD and an increase in teachers’ use of specific praise.

Sign in / Sign up

Export Citation Format

Share Document