Journal article
INCREASING TEACHERS' USE OF A 1:1 PRAISE-TO-BEHAVIOR CORRECTION RATIO TO DECREASE STUDENT DISRUPTION IN GENERAL EDUCATION CLASSROOMS
Behavioral interventions, v 26(4), pp 243-260
01 Nov 2011
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Contingent, behavior-specific praise is universally recommended as an effective tool to increase students' academic achievement and proscocial behavior. Despite this recommendation, little research has examined the effects of training teachers to increase their praise-to-behavior correction ratio in classroom settings. This study evaluated the effects of training teachers to provide a 1:1 ratio of praise-to-behavior correction to decrease student disruption in three general-education classrooms. Three urban middle-school general-teachers who exhibited very low rates of praise participated in the study. Teachers received training, including modeling and performance feedback, to achieve a 1:1 ratio of praise-to-behavior correction administered within a multiple-baseline across participants design. Results demonstrated that (a) the teachers were able to achieve and maintain a 1:1 praise-to-behavior correction ratio; (b) a reduction in student disruption coincided with teachers' use of a 1:1 praise-to-behavior correction ration; and (c) two teachers evidenced moderate levels of generalization to classrooms where no training took place. Implications for practitioners and future research are discussed. Copyright (C) 2011 John Wiley & Sons, Ltd.
Metrics
Details
- Title
- INCREASING TEACHERS' USE OF A 1:1 PRAISE-TO-BEHAVIOR CORRECTION RATIO TO DECREASE STUDENT DISRUPTION IN GENERAL EDUCATION CLASSROOMS
- Creators
- Jeffrey Pisacreta - Temple UniversityMatthew Tincani - Temple UniversityJames E. Connell - University of PennsylvaniaSaul Axelrod - Temple University
- Publication Details
- Behavioral interventions, v 26(4), pp 243-260
- Publisher
- Wiley
- Number of pages
- 18
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Teaching, Learning, and Curriculum
- Web of Science ID
- WOS:000297468300001
- Scopus ID
- 2-s2.0-84859828191
- Other Identifier
- 991021893587904721
UN Sustainable Development Goals (SDGs)
This publication has contributed to the advancement of the following goals:
InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Psychology, Clinical