Behavior-SpecificPraiseintheClassroom This guide was produced by Project Support & Include at Vanderbilt University—one of seven projects across the state funded by the Tennessee Department of Education to provide training and technical assistance to schools as they address the academic, social, and ...
The present study evaluated the effects of two reinforcement contingencies on teacher use of behavior-specific praise (BSP) in the classroom. An alternating treatments design was used to compare the implementation of both an independent and interdependent contingency to increase frequency of BSP delivery...
Using a changing criterion embedded in a delayed multiple-probe design across participants, the investigator trained four participants in three classroom settings. The coaching method used in this action research increased the paraprofessional use of behavior-specific praise statements in the classroom....
This study tested the efficacy of in situ direct training on increasing high school teachers' use of behavior specific praise in the classroom. Of further ... TA Taber 被引量: 0发表: 2015年 The Teacher's Role in Facilitating Memory and Study Strategy Development in the Elementary School Clas...
Educational psychology The Use of Behavior Specific Praise and the Caught Being Good Game to Improve Class-Wide Behavior UNIVERSITY OF SOUTH FLORIDA Kwang-Sun Blair RhodesEmily GraceThis study evaluated the relative contributions of behavior specific praise statements (BSPS) and the Caught Being Good ...
aIn conclusion, the kinesics, as the most frequent use of nonverbal behavior in classroom,can lead to the level of effectiveness of teaching directly. Teacher’s smile, nod and pat on students’ shoulders can indicate praise, while frown, head-shaking and confusing look can mean “no”, and...
Praising the target subject altered the behavior of both the target subject and the nonreinforced peer. The behavior of the target subject changed, depending upon the specific behavior (i.e., inattentive or attentive behavior) that was associated with praise. However, attentive behavior of the ...
Direct observations of universal classroom management strategies were conducted across 33 elementary classrooms in elementary schools implementing SW-PBIS with high fidelity. Findings indicate that classrooms had posted positively stated classroom rules at high rates, whereas teacher use of specific praise ...
Positive punishment involves adding an aversive stimulus to decrease the likelihood of a behavior. When a specific behavior is followed by an undesirable outcome, the behavior becomes less likely to occur in the future. This is used to weaken or suppress undesired behaviors. However, it should be...
Though all three models received some support, the strongenst support was for Model II. The importance of the early environment was supported in terms of significant partial correlations between Responsivity and considerate classroom behavior, even with the intervening environment controlled. Similar ...