Training Students With Behavioral Problems to Recruit Teacher Praise

2017 ◽  
Vol 27 (1) ◽  
pp. 37-44
Author(s):  
Andrew Markelz ◽  
Benjamin Riden ◽  
Karen Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Behavioral Problems ◽  
Emotional And Behavioral Disorders ◽  
Classroom Behaviors ◽  
Teacher Praise ◽  
Inappropriate Behaviors ◽  
And Training

Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. Although many teachers are aware of the benefits of teacher praise, its use in classrooms remains low. Training students to recruit praise is a method to counter suppressing contingencies and increase praise rates for desired classroom behaviors. With minimal planning and training, students can begin recruiting the attention they seek while you begin delivering the praise needed to encourage and maintain appropriate behaviors.

Can a Single-Classroom Treatment Approach Change Academic Performance and Behavioral Characteristics in Severely Behaviorally Disordered Adolescents: An Experimental Inquiry

1989 ◽  
Vol 14 (4) ◽  
pp. 215-225 ◽  
Author(s):  
Madeline Miller ◽  
Sidney R. Miller ◽  
John Wheeler ◽  
Jim Selinger
Keyword(s):  
Academic Performance ◽  
Behavioral Problems ◽  
Classroom Behaviors ◽  
Academic Skill ◽  
Cognitive Behavior Modification ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Inappropriate Behaviors ◽  
Treatment Package ◽  
Self Instruction

This study demonstrates that the use of cognitive behavior modification components, including self-instruction and self-monitoring, led to increased academic performances. Further, the second experiment demonstrates that the academic skill improvement also led to a reduction in inappropriate classroom behaviors. The subjects were two institutionalized adolescent males with identified severe behavioral disorders. The first subject displayed academic deficits in the area of mathematics. He also demonstrated several inappropriate classroom behaviors during the performance of math tasks which included clenched fists, closed eyes, crying, refusals to work, and guttural noises. The second subject's most severe academic and behavioral problems occurred during reading. His inappropriate classroom behaviors included excessive yawning, sleeping, off-task verbalizations, rocking in his seat, and staring into space. The treatment package in each experiment was comprised of self-instructional training which focused on the academic problems. Both subjects demonstrated improved academic performances. Informal observations of Subject 1 suggested that a reduction in inappropriate behaviors coincided with the improved academic performance. Behavioral data were collected on Subject 2 and the results demonstrated that the inappropriate behaviors were reduced as academic performance increased.

Communication Disorders and Emotional/Behavioral Disorders in Children and Adolescents

1990 ◽  
Vol 55 (2) ◽  
pp. 179-192 ◽  
Author(s):  
Barry M. Prizant ◽  
Lisa R. Audet ◽  
Grace M. Burke ◽  
Lauren J. Hummel ◽  
Suzanne R. Maher ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Psychiatric Disorders ◽  
Behavioral Disorders ◽  
Behavioral Problems ◽  
Emotional And Behavioral Disorders ◽  
Communication Disorders ◽  
Emotional And Behavioral Problems ◽  
High Rate ◽  
Speech Language Pathologists ◽  
Child Psychiatric

Recent research in child psychiatry has demonstrated a high prevalence of speech, language, and communication disorders in children referred to psychiatric and mental health settings for emotional and behavioral problems. Conversely, children referred to speech and language clinics for communication disorders have been found to have a high rate of diagnosable psychiatric disorders. Most of the emerging knowledge regarding relationships between communication disorders and psychiatric disorders has been presented in the child psychiatric literature. Speech-language pathologists and audiologists also need to be familiar with this information; an understanding of the complex interrelationships between communication disorders and emotional and behavioral disorders is important for diagnosis, assessment, and treatment. The purpose of this article is to review recent research and discuss clinical implications for professionals in speech-language pathology and audiology working with children and adolescents who have, or who are at risk for, developing emotional and behavioral disorders. Issues to be addressed include differential diagnosis, prevention, intervention, and the role of speech-language pathologists serving these children and adolescents.

Further Examination of Job-Related Social Skills Measures for Adolescents and Young Adults with Emotional and Behavioral Disorders

1996 ◽  
Vol 21 (2) ◽  
pp. 160-171 ◽  
Author(s):  
Michael Bullis ◽  
Cheryl Davis
Keyword(s):  
Young Adults ◽  
Social Skills ◽  
Behavioral Disorders ◽  
Social Skill ◽  
Emotional And Behavioral Disorders ◽  
Adolescents And Young Adults ◽  
Future Research ◽  
Skill Performance ◽  
Two Measures ◽  
And Training

This study utilized two measures of job-related social behavior for adolescents and young adults—the Scale of Job-related Social Skill Knowledge (SSSK) and the Scale of Job-related Social Skill Performance (SSSP)—that had been developed in an earlier study. In the previous research, conceptually derived subsections of the two measures yielded high intercorrelations, suggesting the need to conduct further analyses to refine and possibly shorten both instruments. Both measures underwent item reduction analyses. After deleting 16 items a shortened SSSK contained 40 items. Factor analysis of the SSSP yielded six factors with a total of 94 items. Reliability analyses of the shortened SSSK and the six SSSP factors yielded acceptable results, and both measures powerfully discriminated among logically distinct subgroups. Logistic regression analyses identified those variables that discriminated most powerfully between persons with emotional and behavioral disorders and/or persons who had been arrested and persons without these characteristics. Results had implications for job-related social skills assessment and training and future research on the measures.

Teacher Praise and Reprimands: The Differential Response of Students at Risk of Emotional and Behavioral Disorders

2018 ◽  
Vol 21 (3) ◽  
pp. 135-147 ◽  
Author(s):  
Kade R. Downs ◽  
Paul Caldarella ◽  
Ross A. A. Larsen ◽  
Cade T. Charlton ◽  
Howard P. Wills ◽  
...  
Keyword(s):  
At Risk ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Differential Response ◽  
Students At Risk ◽  
Teacher Praise

scholarly journals Parental Psychological Control and Emotional and Behavioral Disorders among Spanish Adolescents

2019 ◽  
Vol 16 (3) ◽  
pp. 507 ◽  
Author(s):  
Benito León-del-Barco ◽  
Santiago Mendo-Lázaro ◽  
María Polo-del-Río ◽  
Víctor López-Ramos
Keyword(s):  
Children And Adolescents ◽  
Behavioral Disorders ◽  
Psychosocial Development ◽  
Behavioral Problems ◽  
Psychological Control ◽  
Emotional And Behavioral Disorders ◽  
Externalizing Disorders ◽  
Emotional And Behavioral Problems ◽  
Parental Psychological Control ◽  
High Degree

There is no denying the fundamental role played by parents in the psychosocial development of their children—either as a liability or as protection against mental health disorders. This study seeks to ascertain, by means of odds ratio statistics (OR), the correlation between parental psychological control and emotional and behavioral disorders. A total of 762 students took part in this study, with an average age of 12.23 years—53.8% of whom were girls and 46.2% were boys. Children and adolescents reported their parental psychological control and their emotional and behavioral disorders (i.e., emotional and behavioral problems, internalizing and externalizing problems). Minors who perceive their psychological control as high are 6 times more likely to suffer from internalizing disorders and 4.8 times more likely to develop externalizing disorders. Furthermore, the probability of suffering externalizing disorders is higher among males who perceive a high degree of psychological control. This study breaks new ground on the importance of perceived psychological control—considered as a negative form of control by parents—in the emotional and behavioral disorders among children and adolescents.

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