Evaluating the Impact of Increasing General Education Teachers’ Ratio of Positive-to-Negative Interactions on Students’ Classroom Behavior

2016 ◽  
Vol 19 (2) ◽  
pp. 67-77 ◽  
Author(s):  
Clayton R. Cook ◽  
Erin A. Grady ◽  
Anna C. Long ◽  
Tyler Renshaw ◽  
Robin S. Codding ◽  
...  
Keyword(s):  
General Education ◽  
Classroom Behavior ◽  
Intervention Group ◽  
General Education Teachers ◽  
Positive Interactions ◽  
Small Scale ◽  
Self Monitoring ◽  
The Impact ◽  
Academic Engaged Time ◽  
Negative Interactions

The aim of this study was to isolate and evaluate the impact of increasing teachers’ ratios of positive-to-negative interactions with their students. Training teachers on the 5:1 ratio was evaluated using a randomized-block pre–post control design with general education classroom teachers ( N = 6) that were characterized by a higher ratio of negative-to-positive interactions between students, as well as low academic engagement and high disruptive behaviors. Teachers in the intervention group were trained on the 5:1 ratio, instructed to wear a device that prompted them on a VI 5-min schedule to deliver specific praise, approval statements, and positive non-verbal gestures to specific students exhibiting expected behaviors or the entire class as a whole, and completing a self-monitoring chart to increase their awareness of their ratios. Results revealed that students in the intervention group displayed significantly fewer disruptive behavior problems and higher academic engaged time when compared with students in control classrooms. Social validity results also revealed that teachers found the strategy feasible, acceptable, and effective. Limitations of this research, including the small-scale nature of this study, and future directions for teacher training, retention, and schoolwide universal prevention are discussed.

scholarly journals Training pre-service general educators in assistive technology competencies for students with visual impairments

2018 ◽  
Vol 37 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Beth Ashby Jones ◽  
Belinda Rudinger ◽  
Nichole Williams ◽  
Stephanie Witcher
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Visual Impairments ◽  
General Education Teachers ◽  
General Educators ◽  
Qualitative And Quantitative ◽  
Post Test ◽  
The University ◽  
The Impact ◽  
Pre Service Teacher

Teacher knowledge of, and comfort with, assistive technology (AT) is key for student use of AT. Previous research identified the AT competencies needed for instructing students with visual impairments (VI) and level of competency required in each. The authors selected 20 of the competencies most appropriate for general education teachers instructing students with VI and investigated the impact of pre-service teacher training in AT on their self-rated competency levels. Pre-service teachers were given a pre-test (using qualitative and quantitative measures), trained in AT using a scavenger hunt in the AT Lab at the university where the study took place, and then completed a post-test of the same measures. Participants could name more AT software and devices on the post-test and viewed themselves as more competent with regards to the 20 SAT competencies.

Practice-Based Educational Research

2021 ◽  
pp. 207-226
Author(s):  
Roberto M. Garcia
Keyword(s):  
Special Education ◽  
General Education ◽  
Intellectual Disabilities ◽  
Student Teacher ◽  
Narrative Analysis ◽  
Classroom Behavior ◽  
General Education Teachers ◽  
Education Experience ◽  
Personal Perceptions ◽  
Individuals With Intellectual Disabilities

Incoming PK12 general education teachers beginning their careers are not wanting to have individuals with intellectual disabilities in their classroom due to a lack of special education experience and knowledge. This practice-based qualitative narrative dissertation study explored student teacher individual perceptions and experiences on special education classroom behavior and inclusion for elementary public-school general education student teachers. The practice-based problem was the negative views pre-service K12 educators held for classroom inclusion and personal perceptions of individuals with intellectual disabilities. The study sample included 10 student teacher college students enrolled in one Texas early childhood program. Schlossberg's Transition Model was used as the practice-based conceptual framework and data were gathered from interviews and analyzed using Clandinin and Connelly's procedures for narrative analysis. The findings determined pre-service general education teachers are not always provided adequate inclusion training.

Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback

2020 ◽  
pp. 109830072095193
Author(s):  
Ashley Elizabeth Knochel ◽  
Kwang-Sun Cho Blair ◽  
Donald Kincaid ◽  
Anna Randazzo
Keyword(s):  
Teacher Training ◽  
Performance Feedback ◽  
Classroom Behavior ◽  
Teacher Behavior ◽  
Racial Groups ◽  
Self Monitoring ◽  
Behavior Specific Praise ◽  
The Impact ◽  
Written Performance ◽  
Specific Praise

This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of BSP and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers’ overall rates of delivering BSP and reducing reprimands; however, substantial disparities in praise delivery were observed among student racial groups across teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior. The results also indicated that teacher perception of student classroom behavior improved, as a result of the teacher training intervention.

Reciprocal Effects Between Health and Social Support in Older Adults’ Relationships With Their Children and Friends

2016 ◽  
Vol 39 (2) ◽  
pp. 300-321 ◽  
Author(s):  
Jung-Hwa Ha ◽  
Sang Kyoung Kahng ◽  
Namkee Choi
Keyword(s):  
Social Support ◽  
Older Adults ◽  
Social Relationships ◽  
Negative Impact ◽  
Poor Health ◽  
Positive Interactions ◽  
Reciprocal Effects ◽  
The Impact ◽  
Bidirectional Effects ◽  
Negative Interactions

This study examined the longitudinal reciprocal effects between health and social support in older adults’ relationships with their children and friends. Data are from the 2006 and 2010 waves of the Health and Retirement Study ( N = 3,760). We focused on three specific aspects of social support: frequency of contact, positive interactions, and negative interactions. We used autoregressive cross-lagged models to examine the bidirectional effects between social support and health. When the bidirectional effects between health and social support were simultaneously examined, the longitudinal effect of social support on health was not significant. In contrast, older adults’ poor health was associated with decreased contact and decreased positive interactions with friends as well as with increased negative interactions with their adult children and friends. The findings suggest that older adults’ poor health has a negative impact on their social relationships and that such effect surpasses the impact of social relationships on health.

scholarly journals General Education Teachers Use of Evidence-Based Practices with Students with Autism: The role of Training, Knowledge, Attitudes and Barriers to EBP Use.

2021 ◽  
Author(s):  
Lorna Barry ◽  
Jennifer Holloway ◽  
Stephen Gallagher ◽  
Jennifer McMahon
Keyword(s):  
Teacher Training ◽  
General Education ◽  
General Education Teachers ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism ◽  
The Impact

This study examined general education (GE) teachers use of EBPs, and the impact that teacher training, knowledge of EBPs, attitudes towards EBPs and barriers to EBPs have on teacher's use of EBPs.

scholarly journals Development and Complex Dynamics at School Environment

Complexity ◽  
2018 ◽  
Vol 2018 ◽  
pp. 1-10 ◽  
Author(s):  
Miguel Angel Fuentes ◽  
Juan Pablo Cárdenas ◽  
Natalia Carro ◽  
Mariana Lozada
Keyword(s):  
Social Interactions ◽  
Social Relationships ◽  
Behavioral Plasticity ◽  
School Context ◽  
Intervention Group ◽  
Positive Interactions ◽  
Control Group ◽  
Post Intervention ◽  
Quantitative Evidence ◽  
The Impact

In this work we use complex systems methodologies to analyze quantitatively the impact of an intervention involving cooperative and self-awareness activities on social interactions in children. The aim of this study is to evaluate behavioral plasticity of social relationships between peers in 6-7 year-olds who participated in the intervention conducted in a school context. The intervention consisted of 8 one-hour long sessions comprising mindfulness-based practices, collaborative activities that required cooperation, and perspective-taking instances in which children shared feelings, perceptions, and needs felt during the activities. We used complex network and game theory to evaluate pre-post-intervention variations. Social relationship was analyzed with a sociogram in both the intervention group and a control group which continued with regular classes. By means of the sociometric questionnaire we asked each child to mention which classmates he/she would choose as playmates and which he/she would not. Changes in the number of peers selected and rejected reflected changes in the pattern of social relationships pre-post-intervention. Our findings show that participating in the intervention positively modulated social interactions since we found an increase in the diversity and quality of positive links and a reduction in negative ones; a higher level of integration, indicated by enhanced positive networks where children with many positive connections tended to connect with those with few links; and more positive interactions between genders. These findings were not observed in the control group. Through the use of the mentioned methodologies, the current investigation provides new quantitative evidence of social network plasticity in children, an important topic which, to our knowledge, has been little studied. Results from this work indicate that positive transformations in social relationships can be fostered through the performance of this kind of intervention.

Sociocultural Context Effects on Teacher's Readiness to Refer for Learning Disabilities

2002 ◽  
Vol 69 (1) ◽  
pp. 41-53 ◽  
Author(s):  
Elizabeth R. Drame
Keyword(s):  
Special Education ◽  
General Education ◽  
Instructional Practices ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Context Effects ◽  
School Factors ◽  
Teachers Perceptions ◽  
Special Education Referral ◽  
The Impact

The social context of the special education referral process is influenced by a number of variables. Demographic and perception data were collected from 63 first-through fifth-grade general education teachers from three Midwestern public school districts to determine the impact of sociocultural variables on teachers' perceptions of classroom behavior, management, and referral tendencies. Teacher, classroom, and school variables including teachers' perception of a learning disability, educational level, grade level, instructional practices, and prereferral intervention models significantly influenced teachers' behavioral perceptions and referral tendencies. These results can inform teacher-training programs to ensure that general educators increase their ability to accurately detect learning difficulties and their awareness of the importance of their perceptions, instructional practices, and school factors on special education referral.

scholarly journals The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students with Severe Disabilities in General Education Classrooms

2001 ◽  
Vol 26 (1) ◽  
pp. 25-36 ◽  
Author(s):  
Guy H. Gilberts ◽  
Martin Agran ◽  
Carolyn Hughes ◽  
Michael Wehmeyer
Keyword(s):  
General Education ◽  
Severe Disabilities ◽  
General Education Teachers ◽  
Peer Tutors ◽  
School Students ◽  
Self Monitoring ◽  
Monitoring Strategies ◽  
Survival Skills ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

This study investigated the effects of self-monitoring instruction delivered by peer tutors on the occurrence of academic survival skills displayed by five middle school students with severe disabilities. We employed a multiple baseline across subjects design. Instruction was provided in general education content classes. The students were taught to indicate on a self-recording sheet if they performed each of 11 skills. Data revealed an increase in the percentages of occurrence of survival skills across all students. Also, their general education teachers indicated that they observed a positive change for four of the five students. All students indicated that they believed that they were part of the class and reported an increase in their classroom participation. The implications of these findings are discussed.

scholarly journals Interactions between cetaceans and artisanal fishermen from Ilhéus, Bahia - Brazil

2019 ◽  
Vol 19 (4) ◽  
Author(s):  
Cecilia Inés Seminara ◽  
Márcio Luiz Vargas Barbosa-Filho ◽  
Yvonnick Le Pendu
Keyword(s):  
Positive Interactions ◽  
Positive Perception ◽  
Structured Interviews ◽  
Balaenoptera Acutorostrata ◽  
Fishing Activity ◽  
Stenella Frontalis ◽  
Sotalia Guianensis ◽  
Management Plans ◽  
The Impact ◽  
Negative Interactions

Abstract: Ethnobiological studies are necessary to understand the relationships between fishers and cetaceans. The aim of this study was to describe the interactions between cetaceans and artisanal fishers and the possible conflicts that can arise as a result. Semi-structured interviews were conducted from February to September 2017 with 35 fishermen from the municipality of Ilhéus, Brazil. All fishermen reported both positive and negative interactions with Megaptera novaeangliae, Tursiops truncatus and Sotalia guianensis and only negative interactions with Balaenoptera acutorostrata (n=14) and Stenella frontalis (n=4). The positive interactions consisted of playful relationships and collaborative fishing. Negative interactions (bycatch, entanglement, collisions) affect both the fishermen and cetaceans. S. guianensis is the species most affected by bycatch in fishing nets and M. novaeangliae by entanglement and collision with vessels. The results of this study highlight the value of bringing together scientific and fishing communities to understand conflicts by monitoring interactions in order to assess the impact of fishing activity on cetacean populations. Fishers have a positive perception of cetaceans, know the areas where accidents occur and would like to avoid them. They can contribute to research on these animals and to the development of management plans appropriate to the local reality. This points out the need to integrate scientific and local knowledge for the conservation of cetaceans and for the sustainability of fishing practices.

scholarly journals General Education Teachers Use of Evidence-Based Practices with Students with Autism: The role of Training, Knowledge, Attitudes and Barriers to EBP Use.

2021 ◽  
Author(s):  
Lorna Barry ◽  
Jennifer Holloway ◽  
Stephen Gallagher ◽  
Jennifer McMahon
Keyword(s):  
Teacher Training ◽  
General Education ◽  
General Education Teachers ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism ◽  
The Impact

This study examined general education (GE) teachers use of EBPs, and the impact that teacher training, knowledge of EBPs, attitudes towards EBPs and barriers to EBPs have on teacher's use of EBPs.

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