Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD:
01 Jan 2000-Journal of Emotional and Behavioral Disorders (SAGE Publications)-Vol. 8, Iss: 1, pp 2-8
TL;DR: In this paper, the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disordered behavior was examined.
Abstract: The purposes of this study were to examine (a) the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disor...
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TL;DR: In this paper, the authors describe the outcomes of a systematic literature search conducted to identify evidence-based classroom management practices, in general, 20 practices were identified as having sufficient evidence to be considered for classroom adoption, and a self-assessmen t tool is proposed as means of evaluating and enhancing use of these practices.
Abstract: Classroom management is a critical skill area. Teachers should be trained and supported in implementing practices that are likely to be successful; that is, practices that are backed by evidence. The purpose of this paper is to describe the outcomes of a systematic literature search conducted to identify evidence-based classroom management practices. Although the need for additional research exists, 20 practices, in general, were identified as having sufficient evidence to be considered for classroom adoption. Considerations for incorporating these pracfices are suggested, and a self-assessmen t tool is proposed as means of evaluating and enhancing use of these practices. Suggesfions for future research are also presented.
792 citations
Additional excerpts
...The use of guided notes during lectures and readings resulted in an increase in academic achievement as measured by quiz scores 362 SIMONSEN et al. (Austin, Lee, Thibeault, Carr, & Bailey, 2002; Lazarus, 1993; Sweeney et al., 1999)....
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TL;DR: Results indicated that implementation of the Classroom Check-Up plus visual performance feedback increased teacher implementation of classroom management strategies, including increased use of praise, use of behavior-specific praise, and decreased use of reprimands.
Abstract: School-based consultation typically focuses on individual student problems and on a small number of students rather than on changing the classroom system. The Classroom Check-up (CCU) was developed as a classwide consultation model to address the need for classroom level support while minimizing treatment integrity problems common to school-based consultation. The purpose of the study was to evaluate the effects of the CCU and Visual Performance Feedback on teacher and student behavior. Results indicated that implementation of the CCU plus Visual Performance Feedback increased teacher implementation of classroom management strategies, including increased use of praise, use of behavior specific praise, and decreased use of reprimands. Further, these changes in teacher behavior contributed to decreases in classroom disruptive behavior. The results are encouraging because they suggest that consultation at the classroom level can create meaningful teacher and student behavior change.
361 citations
TL;DR: In this article, the effect of an increased rate of opportunities to actively respond to academic requests on the classroom behavior of students with emotional and behavioral disorders (EBD) was examined.
Abstract: This study examines the effect of an increased rate of opportunities to actively respond to academic requests on the classroom behavior of students with emotional and behavioral disorders (EBD). Nine elementary school students with EBD served as participants. Results suggest that increases in opportunities to respond were associated with increased correct responses and task engagement and decreased disruptive behavior. Implications for research and practice, as well as limitations of the present study, are discussed.
352 citations
Cites result from "Effect of Varying Rates of Behavior..."
...This phenomenon has been observed in other intervention studies (Gunter, Jack, et al., 1993; Sutherland et al., 2000)....
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TL;DR: In this article, the authors argue that the interaction between the learning and behavior problems of students with EBD is complex and likely characterized by multiple influences, including classroom contextual factors, and that a lack of exposure to effective instruction contributes to poor academic and behavioral outcomes.
Abstract: Many students with emotional or behavioral disorders (EBD) display both learning and behavioral problems that make it difficult for teachers to provide effective instruction. In turn, a lack of exposure to effective instruction contributes to poor academic and behavioral outcomes. In this article, the authors argue that the interaction between the learning and behavior problems of students with EBD is complex and likely characterized by multiple influences, including classroom contextual factors. The authors detail (a) ways that teacher instructional behaviors and classroom contexts may contribute to the relationship between learning and behavior problems of students with EBD and (b) assessment procedures helpful for measuring classroom contextual variables. Implications for future research are discussed, including using data gleaned from applied research to inform future randomized clinical trials examining classroom-based interventions for students with EBD.
291 citations
Cites background from "Effect of Varying Rates of Behavior..."
...Sutherland et al. (2000) found increases in task engagement when a teacher increased his rate of behavior-specific praise....
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TL;DR: In this paper, a rationale for the use of antecedent strategies and literature-based examples of applications within school settings at both the class-wide and individual levels are discussed.
Abstract: In response to ongoing concerns with student academic and behavior problems, antecedent strategies have garnered increasing attention. Antecedent intervention approaches focus on structuring the environment to prevent problems and enhance motivation. At the class-wide level, implementation of these strategies can create a structured and orderly environment to which most students are responsive. In the case of persistent behavior problems, specific events that precede problem behavior can be removed or modified to create individualized antecedent interventions. The empirical literature base supporting the value of this approach has witnessed rapid growth. In this article, we offer a rationale for the use of antecedent strategies and provide literature-based examples of applications within school settings at both the class-wide and individual levels. In addition, we discuss practical considerations for implementing antecedent interventions. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 65–75, 2007.
284 citations
Cites background from "Effect of Varying Rates of Behavior..."
...Sutherland, Wehby, and Copeland (2000) examined the effects of increased behavior-specific praise statements with a class of students with emotional and behavior disorders....
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References
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Book•
04 Mar 1982TL;DR: Now thoroughly updated in its second edition, acclaimed author Alan E. Kazdin's Single-Case Research Designs provides a notable contrast to the quantitative methodology approach that pervades the biological and social sciences.
Abstract: Single-case research has played an important role in developing and evaluating interventions that are designed to alter a particular facet of human functioning. Now thoroughly updated in its second edition, acclaimed author Alan E. Kazdin's Single-Case Research Designs provides a notable contrast to the quantitative methodology approach that pervades the biological and social sciences. While focusing on widely applicable methodologies for evaluating interventions--such as treatment or psychotherapy using applied behavior analysis--this revised edition also encompasses a broader range of research areas that utilize single-case designs, demonstrating the pertinence of this methodology in various disciplines, from psychology and medicine to business and industry. This well-written, clear, and thoroughly updated text is ideal for practitioners, instructors, and students alike. Features: * Offers new options in experimental design, presenting combinations of designs that increase the range of questions that can be asked about alternative interventions * Details the underlying rationale and methods of evaluating intervention effects through visual inspection in the area of data evaluation * Provides an expanded description of methods (e.g., assessment) and a greater range of examples * Includes an appendix at the end of the book to encourage discussion of the challenges, advances, and dilemmas of data evaluation in the design
3,425 citations
TL;DR: The findings indicate that the CGAS can be a useful measure of overall severity of disturbance and is recommended to both clinicians and researchers as a complement to syndrome-specific scales.
Abstract: • We evaluated the Children's Global Assessment Scale (CGAS), an adaptation of the Global Assessment Scale for adults. Our findings indicate that the CGAS can be a useful measure of overall severity of disturbance. It was found to be reliable between raters and across time. Moreover, it demonstrated both discriminant and concurrent validity. Given these favorable psychometric properties and its relative simplicity, the CGAS is recommended to both clinicians and researchers as a complement to syndrome-specific scales.
3,281 citations
01 Jan 1994
1,661 citations
TL;DR: The authors conducted a meta-analysis on the effects of reinforcement/reward on intrinsic motivation and found that reward does not decrease intrinsic motivation, while expected tangible rewards are given to individuals simply for doing a task.
Abstract: This article reviews research on the effects of reinforcement/reward on intrinsic motivation. The main meta-analysis included 96 experimental studies that used between-groups designs to compare rewarded subjects to nonrewarded controls on four measures of intrinsic motivation. Results indicate that, overall, reward does not decrease intrinsic motivation. When interaction effects are examined, findings show that verbal praise produces an increase in intrinsic motivation. The only negative effect appears when expected tangible rewards are given to individuals simply for doing a task. Under this condition, there is a minimal negative effect on intrinsic motivation as measured by time spent on task following the removal of reward. A second analysis was conducted on five studies that used within-subject designs to evaluate the effects of reinforcement on intrinsic motivation; results suggest that reinforcement does not harm an individual’s intrinsic motivation.
1,160 citations
Book•
01 Jan 1979TL;DR: The authors found that teachers' verbal praise is determined more by teachers' perceptions of student needs than by the quality of student conduct or performance, and suggested that teacher praise should remain infrequent, but that it could be made much more effective.
Abstract: Classroom-process data indicate that teachers’ verbal praise cannot be equated with reinforcement. Typically, such praise is used infrequently, without contingency, specificity, or credibility. Often it is not even intended as reinforcement, and even when it is, it frequently has some other function. The meanings and functions of behaviors typically included under the category of teacher praise are determined by the degree of congruence between verbal and nonverbal components and by the context in which the interaction occurs. Much teacher praise is determined more by teachers’ perceptions of student needs than by the quality of student conduct or performance. Considerations of classroom feasibility and probable student response to teachers’ attempts at social reinforcement suggest that teacher praise should remain infrequent, but that it could be made much more effective. Attribution theory is an important supplement to social learning/reinforcement theory for suggesting guidelines for praising effectively.
756 citations