Teachers' Self-Monitoring of Praise vs Praise Instructions: Effects on Teachers' and Students' Behavior

1982 ◽  
Vol 50 (2) ◽  
pp. 559-565 ◽  
Author(s):  
Edward A. Workman ◽  
P. J. Watson ◽  
George Helton
Keyword(s):  
Applied Research ◽  
Optimal Level ◽  
Self Monitoring ◽  
Appropriate Behavior ◽  
Contingent Praise ◽  
Teachers And Students

This study investigated the relative effects of praise vs teachers' self-monitoring of praise on both teachers' and students' behavior. Although further applied research is needed, the results suggest that teachers' self-monitoring may enhance the effectiveness of teachers' contingent praise on the display of appropriate behavior by students. This enhancement may be dependent upon an optimal level and consistent rate of teachers' praise.

A Technology-Based Self-Monitoring Intervention for Secondary Students with High-Incidence Disabilities

2021 ◽  
pp. 016264342110044
Author(s):  
Skip Kumm ◽  
Elizabeth Talbott ◽  
Kristine Jolivette
Keyword(s):  
General Education ◽  
Secondary Students ◽  
Single Case ◽  
Future Research ◽  
Self Monitoring ◽  
Appropriate Behavior ◽  
High Incidence ◽  
Teachers And Students ◽  
High Incidence Disabilities ◽  
Withdrawal Design

Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study, teachers used MoBeGo, an iPad application, in a single-case withdrawal design (ABAB), to implement self-monitoring in high school general education classrooms with four students who received special education services for a high incidence disability. The results of this study indicate that teachers could implement MoBeGo with fidelity to improve students’ academic engagement and appropriate behavior. Additionally, both the teachers and students rated MoBeGo as a socially valid intervention. Implications for practice and future research are discussed.

Evaluating IBMEC-RJ’s Intranet Usability Using Fuzzy Logic

2012 ◽  
pp. 185-205
Author(s):  
Ana Beatriz Cavaleiro dos Reis Velloso ◽  
Walter Gassenferth ◽  
Maria Augusta Soares Machado
Keyword(s):  
Fuzzy Logic ◽  
Rio De Janeiro ◽  
Applied Research ◽  
Ease Of Use ◽  
Microsoft Excel ◽  
Convenience Sample ◽  
System Usability ◽  
Teachers And Students ◽  
The Universe

System usability is a concept that goes beyond the ease of use, and includes several criteria for measurement. This study aims to evaluate the usability and thus the quality of IBMEC-RJ’s Intranet in Rio de Janeiro, Brazil, by the fact that it is of great assistance to teachers and students. The method is applied research through questionnaires. The universe of users was limited by a convenience sample of IBMEC. The methodology that had used Microsoft Excel and Matlab from Mathworks is innovative. Fuzzy logic is a fundamental tool for consolidating and analyzing data.

scholarly journals Portfolio-Based Assessment in English Language Learning: Highlighting the Students’ Perceptions

2021 ◽  
Vol 8 (1) ◽  
pp. 1-11
Author(s):  
Ahmad Syamsul Ma'arif ◽  
Fuad Abdullah ◽  
Asri Siti Fatimah ◽  
Arini Nurul Hidayati
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Self Monitoring ◽  
Efl Context ◽  
Self Confidence ◽  
Learning Attitudes ◽  
Process Outcomes ◽  
Teachers And Students ◽  
Efl Students

Portfolio-based Assessment (hereafter, PBA) plays an indispensable role in language assessment. PBA represents the development of the students’ learning process outcomes, trains autonomous learning, and stimulates metacognitive awareness. Conversely, a few investigative attempts, addressed the students’ perceptions of PBA in the Indonesian EFL Context. Therefore, this study aimed to decipher the perceptions of EFL students in Indonesia on PBA use in the English subject. Empirically speaking, two female students were involved as the participants in this study. The data were collected through a semi-structured interview and analyzed with Thematic Analysis (TA) (Braun & Clarke, 2006). The findings revealed that students articulated their perceptions in three major themes, namely developing self-monitoring from the students’ learning processes, generating discipline, responsible and autonomous language learning attitudes, and mitigating perceptual mismatches among teachers and students. Pedagogically speaking, this study indicates that PBA employment can provide opportunities for students to monitor their learning progress, and enhance their self-confidence and learning motivation.

Classroom Management Strategies: Are They Setting Events for Coercion?

1993 ◽  
Vol 18 (2) ◽  
pp. 92-102 ◽  
Author(s):  
Richard E. Shores ◽  
Philip L. Gunter ◽  
Susan L. Jack
Keyword(s):  
Classroom Management ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Management Strategies ◽  
Appropriate Behavior ◽  
Reciprocal Interactions ◽  
Classroom Management Strategies ◽  
Setting Events ◽  
External Reinforcement ◽  
Teachers And Students

The purpose of this investigation was to explore the Patterson and Reid (1970) reciprocal/coercive interaction hypothesis as related to the classroom social interactions between teachers and students identified with severe behavior disorders. Additionally, four classroom behavior management strategies are identified as potential setting events for either coercive or positive reciprocal interactions between teachers and students. The literature reviewed indicates that teachers are more likely to attend to student inappropriate behavior (an indicator of coercive interactions) than they are to use positive verbal attention for appropriate behavior (an indicator of positive reciprocal interactions). From this perspective, the authors speculate that the management strategies of posting classroom rules, classroom arrangement, teacher movement in the classroom, and external reinforcement systems (e.g., token economies) may more likely be used as setting events to enhance the effects of teacher coercion rather than potential setting events to enhance positive reciprocal interactions. Recommendations are made for research concerning this hypothesis and for teachers' use of these strategies as setting events for positive reciprocal interactions.

Professional Boundaries in Psychiatric Practice

2014 ◽  
Author(s):  
Glen O. Gabbard ◽  
Holly Crisp-Han ◽  
Gabrielle S. Hobday
Keyword(s):  
Dual Relationships ◽  
Time Behavior ◽  
Preventive Strategies ◽  
Self Disclosure ◽  
Self Monitoring ◽  
Power Differential ◽  
Appropriate Behavior ◽  
Professional Boundaries ◽  
Boundary Crossings ◽  
Boundary Issues

Professional boundaries refer to the “edge” or limit of appropriate behavior in the clinical setting. The fundamental ethical principal involved is respect for the patient’s dignity and autonomy. Because there is a potential for exploitation of the patient due to the power differential and asymmetry between psychiatrist and patient, the following dimensions of the treatment frame must be considered: location, time, behavior, language, dress, confidentiality, self-disclosure, money and gifts, dual relationships, and physical/sexual contact. Context is crucially important in assessing professional boundaries. Hence, relatively benign boundary crossings must be differentiated from exploitative boundary violations. Preventive strategies, such as education, self-monitoring, and regular consultation should be part of the practice of all clinicians. The domain of the Internet is a recent context that has emerged, and psychiatrists must now be attuned to boundary issues in cyberspace.

Ecoaching Preschool Teachers to Use Simultaneous Prompting to Teach Children With Autism Spectrum Disorder

2020 ◽  
pp. 088840642092501
Author(s):  
Ayse Tunc-Paftali ◽  
Elif Tekin-Iftar
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Teachers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Simultaneous Prompting ◽  
Self Monitoring ◽  
Teachers And Students ◽  
Multiple Probe ◽  
The Impact

In this study, researchers examine the impact of ecoaching (including a web-based professional development [PD] portal consisting of a learning module, self-monitoring, and video feedback) on preschool teachers’ use of a simultaneous prompting (SP) procedure and the effects of SP on teaching discrete skills to their students with autism spectrum disorder (ASD). The researchers also examine maintenance and generalization effects on teachers’ and students’ behaviors. Moreover, researchers investigate the social validity of the study. They use nested multiple probe designs across four preschool teacher and student dyads to evaluate the effects of the ecoaching intervention and the SP procedure, respectively, on teachers’ and students’ behaviors. Ecoaching was effective in the acquisition, maintenance, and generalization of preschool teachers’ use of the SP procedure, and the SP procedure was effective in teaching discrete skills to students with ASD. Teachers had positive opinions about ecoaching and the SP procedure. Limitations and implications for future research are discussed.

Using Task Analysis to Support Inclusion and Assessment in the Classroom

2021 ◽  
pp. 004005992110255
Author(s):  
M. Addie McConomy ◽  
Jenny Root ◽  
Taryn Wade
Keyword(s):  
Task Analysis ◽  
Inclusive Classroom ◽  
Support Needs ◽  
Classroom Setting ◽  
Practical Skills ◽  
Self Monitoring ◽  
Instructional Goals ◽  
Active Approach ◽  
Inclusive Settings ◽  
Teachers And Students

Task analysis is an evidence-based practice that promotes independence and instruction in inclusive settings. Although task analysis has an extensive history in the field of special education, recent research extends the application to both teachers and students, a pro-active approach, and promotes self-monitoring. When students with extensive support needs are provided tools to self-monitor and self-prompt their academic independence increases. This article provides guidance for practitioners as they develop task analysis to support teachers and students during instruction and assessment within an inclusive classroom setting. Recent research to support the value of using task analysis as an educational tool to promote independence and mastery of academic and social instructional goals is reviewed. Readers will also gain practical skills for developing, designing and revising task analysis for individual students, small groups, whole class and teacher use.

Effective Behavioral Support: A Proactive Alternative to School Discipline

2000 ◽  
Vol 24 (2-3) ◽  
pp. 60-73 ◽  
Author(s):  
Chris Timothy J. Lewis
Keyword(s):  
Problem Behavior ◽  
Behavior Management ◽  
Alternative Model ◽  
School Discipline ◽  
Behavioral Support ◽  
Behavioral Challenges ◽  
Appropriate Behavior ◽  
Teachers And Students ◽  
Traditional Discipline

Schools today are faced with an increase in problem behavior. Behavioral challenges often take extreme forms such as violence and aggression toward teachers and students. Even minor behaviors such as non-compliance are becoming chronic to the point of limiting educator’s ability to effectively teach. For a myriad of reasons, traditional “discipline” procedures are not effective in re-directing students toward more appropriate behavior. This article outlines and describes features of an alternative model that encourages educators to move from a reactive, consequent based system of behavior management to a pro-active instructionally focused system. Examples from on-going research with schools who are currently implementing systems of Effective Behavioral Support (EBS) are also provided.

scholarly journals Methodological foundations of economic assessment of yield of agricultural crops

2020 ◽  
Vol 50 (1) ◽  
pp. 101-109
Author(s):  
D. M. Parmacli
Keyword(s):  
Economic Assessment ◽  
Optimal Level ◽  
Educational Institutions ◽  
Total Production ◽  
Fixed Costs ◽  
Agricultural Crops ◽  
Agricultural Enterprises ◽  
Agricultural Enterprise ◽  
Teachers And Students ◽  
Breakeven Point

The methodology for assessing levels of land productivity in terms of cost recovery is presented in theoretical and practical aspects. Based on the method for grading the yield of agricultural crops, methodological approaches have been proposed to substantiate the indicators of four productivity levels, which form four zones: unprofitable, moderate, rational and optimal yield. At the breakeven point, whereby revenue from sales and total production and sales costs are equal, the company does not incur losses, but does not receive profit either. After overcoming the breakeven point, the enterprise begins to make a profit with each subsequent unit of production. In the zone of moderate productivity, the company makes a profit which allows simple reproduction. In the zone of rational productivity of land, the profit of the enterprise provides for a partial upgrade of production, necessary in conditions of expanded reproduction. To conduct an extensive upgrade of the production base in conditions of expanded reproduction, the enterprise should reach the optimal level of yield. Formulas are given by which enterprises can forecast their profit per unit of area as a multiple of fixed costs. A number of examples for calculating different levels of crop yield based on a case study of a particular enterprise in 2018 are presented. The suggested method will allow researchers to substantiate economic evaluation of yield levels achieved for each type of crop cultivated at any given agricultural enterprise. This methodology will also provide specialists of agricultural enterprises, teachers and students of higher educational institutions with modern methodological tools for the economic assessment of yield levels for cultivated crops.

scholarly journals Analysis of the Moodle Learning Management System and user comfort levels

2021 ◽  
pp. 110-123
Author(s):  
Elvira Ivone González Jaimes ◽  
Asdrúbal López Chau
Keyword(s):  
Distance Education ◽  
Positive Feedback ◽  
Management System ◽  
Learning Management System ◽  
Optimal Level ◽  
Transmission Of Knowledge ◽  
Significant Difference ◽  
Teachers And Students ◽  
Learning Management ◽  
Teaching Learning

This study analyzes the workflow experiences in the teaching-learning process of teachers and students enrolled in mixed (face to face /distance education) and distance education systems. The main objective is to evaluate Moodle, Learning Management System with the systematized Brief Inventory of Experiences. In this study we measure and compare the flow and comfort experiences of a population of 8140 participants, divided into two groups: 320 teachers and 7820 students. We can conclude that there is a significant difference in the p <0.05 level, in the following two variables: 1) When performing the activity, I forget about the problems and concerns and 2) I do things spontaneously and automatically. Tasks they must face in order to provide the students the appropriate tools in order to learn. In addition to this challenge, the teacher does not achieve an optimal level of comfort throughout the teaching process due the lack of positive feedback. Encouraging the teachers to guide the students to takeoff the learning and the teacher to get positive feedback. While the students receive and assimilate, the teacher gives and experiments. Because the transmission of knowledge is a function of who assimilates the legacy.

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