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The use of visual-performance feedback and its effect on behavior-specific positive praise in a self-contained behavior classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The use of visual-performance feedback and its effect on behavior-specific positive praise in a self-contained behavior classroom./
Author:	Gibbins, Matthew.
Description:	1 online resource (93 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 76-09, Section: A.
Contained By:	Dissertations Abstracts International76-09A.
Subject:	Elementary education. -
Online resource:	click for full text (PQDT)
ISBN:	9781321637274

The use of visual-performance feedback and its effect on behavior-specific positive praise in a self-contained behavior classroom.
Gibbins, Matthew.

The use of visual-performance feedback and its effect on behavior-specific positive praise in a self-contained behavior classroom. - 1 online resource (93 pages)

Source: Dissertations Abstracts International, Volume: 76-09, Section: A.

Thesis (Ed.D.)--University of North Texas, 2013.

Includes bibliographical references

The present study aimed to understand the relationship between the use of visual-performance feedback and its effects on behavior-specific positive praise in classrooms for students who exhibit behavioral challenges. The current study included 15 children being served by four teachers in elementary self-contained behavior classrooms. Data collection and instrumentation included (a) a pre-service training for all four teachers, (b) two weeks of baseline data on behavior-specific positive praise, (c) eight weeks of data collection in which visual-performance feedback was reported to all four teachers, (d) one consultation session, and (e) two weeks of additional data collection. Observational data attempted to determine the functional relationship between visual-performance feedback, behavior-specific positive praise, and student outcomes using a mixed methods research model. Analysis revealed identified patterns in the relationship between visual-performance feedback, the amount of behavior-specific positive praise, and student behavioral and academic outcomes. These patterns are displayed through both quantitative results taken from the observational data as well as qualitative information given by teachers. Conclusions surrounding the positive outcomes for students were derived from the strongest correlations of between behavior-specific positive praise and visual-representation feedback. Implications drawn from the study were: (a) behavior-specific positive praise training should be a standard for teachers in behavior classrooms, and (b) group consultation should be an important part of monitoring behavior-specific positive praise for classroom teachers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781321637274Subjects--Topical Terms:

1148439
Elementary education.
Subjects--Index Terms:

Behavior-specific positive praiseIndex Terms--Genre/Form:

554714
Electronic books.

The use of visual-performance feedback and its effect on behavior-specific positive praise in a self-contained behavior classroom.
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502 $a Thesis (Ed.D.)--University of North Texas, 2013.
504 $a Includes bibliographical references
520 $a The present study aimed to understand the relationship between the use of visual-performance feedback and its effects on behavior-specific positive praise in classrooms for students who exhibit behavioral challenges. The current study included 15 children being served by four teachers in elementary self-contained behavior classrooms. Data collection and instrumentation included (a) a pre-service training for all four teachers, (b) two weeks of baseline data on behavior-specific positive praise, (c) eight weeks of data collection in which visual-performance feedback was reported to all four teachers, (d) one consultation session, and (e) two weeks of additional data collection. Observational data attempted to determine the functional relationship between visual-performance feedback, behavior-specific positive praise, and student outcomes using a mixed methods research model. Analysis revealed identified patterns in the relationship between visual-performance feedback, the amount of behavior-specific positive praise, and student behavioral and academic outcomes. These patterns are displayed through both quantitative results taken from the observational data as well as qualitative information given by teachers. Conclusions surrounding the positive outcomes for students were derived from the strongest correlations of between behavior-specific positive praise and visual-representation feedback. Implications drawn from the study were: (a) behavior-specific positive praise training should be a standard for teachers in behavior classrooms, and (b) group consultation should be an important part of monitoring behavior-specific positive praise for classroom teachers.
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