Effects of Self-Monitoring on the Praise Rates of Paraprofessionals for Students with Emotional and Behavioral Disorders

Autor/inn/en	Wills, Howard P.; Mason, Rose; Gregori, Emily; Veatch, Melissa
Titel	Effects of Self-Monitoring on the Praise Rates of Paraprofessionals for Students with Emotional and Behavioral Disorders
Quelle	In: Elementary School Journal, 119 (2019) 4, S.562-579 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Self Management; Positive Reinforcement; Paraprofessional School Personnel; Students with Disabilities; Behavior Disorders; Emotional Disturbances; Evidence Based Practice; Positive Behavior Supports; Discipline; Verbal Communication; Antisocial Behavior; Learner Engagement; Correlation; Behavior Modification; Intervention + Suchen Sie Ihr Suchwort? Selbstmanagement; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsstörung; Disziplin; Korrelation; Behaviour modification; Verhaltensänderung
Abstract	The limitations and challenges of paraprofessional training are well documented. These issues are magnified by the increasing reliance on paraprofessionals to provide vital support for students with emotional and behavioral disorders (EBD). Despite evidence supporting self-monitoring for improving teacher and paraprofessional skills, there are limited demonstrations of how paraprofessionals improve their use of evidence-based strategies through self-monitoring. This study examined the effects of self-monitoring on paraprofessionals' total use of praise and behavior-specific praise. A first exploratory item included the extent to which any increases in praise covaried with paraprofessional use of reprimands. A second exploratory item determined whether any changes in praise covaried with the engagement and disruptive behavior of their students with EBD. Self-monitoring was associated with increased total praise, a moderately increased use of behavior-specific praise, and improvements in student engagement along with decreases in student disruptive behavior. Implications for behavioral interventions for students with EBD are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01