Brief Prompting to Improve Classroom Behavior: A First-Pass Intervention Option

Autor/inn/en	Moore, Tara C.; Alpers, Andrew J.; Rhyne, Rachael; Coleman, Mari Beth; Gordon, Jason R.; Daniels, Stephanie; Skinner, Christopher H.; Park, Yujeong
Titel	Brief Prompting to Improve Classroom Behavior: A First-Pass Intervention Option
Quelle	In: Journal of Positive Behavior Interventions, 21 (2019) 1, S.30-41 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gordon, Jason R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300718774881
Schlagwörter	Prompting; Intervention; Verbal Communication; Visual Stimuli; Standards; Student Behavior; Elementary School Students; Small Group Instruction; Reading Instruction; Special Education; Inclusion; High School Students; Mild Disabilities; Teacher Expectations of Students; Program Effectiveness; Student Attitudes; Teacher Attitudes; Rural Schools; Learner Engagement + Suchen Sie Ihr Suchwort? Benutzerführung; Standard; Student behaviour; Schülerverhalten; Leseunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	Two studies were conducted to examine the effects of a brief prompting intervention (verbal and visual reminder of classroom rules) to improve classroom behavior for an elementary student during small-group reading instruction in a special education classroom (Study 1) and for three high school students with mild disabilities in an inclusive general education classroom (Study 2). Using within-participant reversal designs, the teachers provided brief reminders of behavioral expectations just before class. Teachers were instructed to respond to the students' appropriate and inappropriate behaviors in a typical manner to ensure no programmed changes in the contingencies for student behavior. Results indicated improvements in classroom behavior for all four students, and teachers and students indicated positive perceptions about the intervention and its effects. Implications for future research and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01