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Autor/inn/enRoyer, David J.; Lane, Kathleen Lynne; Dunlap, Kristin D.; Ennis, Robin Parks
TitelA Systematic Review of Teacher-Delivered Behavior-Specific Praise on K-12 Student Performance
QuelleIn: Remedial and Special Education, 40 (2019) 2, S.112-128 (17 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Royer, David J.)
ORCID (Lane, Kathleen Lynne)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0741-9325
DOI10.1177/0741932517751054
SchlagwörterPositive Reinforcement; Intervention; Prevention; Student Behavior; Behavior Problems; Positive Behavior Supports; Elementary Secondary Education; Evidence Based Practice; Program Effectiveness
AbstractBehavior-specific praise (BSP) is a core component of many positive behavioral interventions and supports at each level of prevention, often used to increase student academic outcomes and/or reduce inappropriate behavior. We conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for Exceptional Children (CEC) quality indicators and standards to determine whether BSP can be considered an evidence-based practice (EBP). Included articles (N = 6) investigated BSP delivered by a classroom teacher in K-12 traditional school-based settings with academic and/or behavioral student outcome measures. Findings indicated using BSP increased student time on task, decreased inappropriate behaviors, and reduced student tardiness. All studies met our 80% weighted coding criterion. We concluded BSP can be categorized as a potentially EBP based on CEC guidelines. Limitations and directions for future inquiry are presented. (As Provided).
AnmerkungenSAGE 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 vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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