Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD

Autor/inn/en	Allday, R. Allan; Hinkson-Lee, Kim; Hudson, Tina; Neilsen-Gatti, Shelley; Kleinke, Andrew; Russel, Caroline S.
Titel	Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD
Quelle	In: Behavioral Disorders, 37 (2012) 2, S.87-98 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Behavior Disorders; Positive Reinforcement; Emotional Disturbances; Educational Strategies; At Risk Students; Identification; Inclusion; Intervention; Faculty Development; Learner Engagement; Classroom Techniques; Feedback (Response); Interrater Reliability; Kindergarten; Grade 1; Grade 2; Grade 6; Elementary School Students; Middle School Students + Suchen Sie Ihr Suchwort? Gefühlsstörung; Lehrstrategie; Identifikation; Identifizierung; Inklusion; Klassenführung; Interrater-Reliabilität; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Students identified with or at risk for Emotional/Behavioral Disabilities (EBD) are being included in the general education classroom with teachers who have little training or exposure to characteristics of and interventions for students with EBD. In this study, we used a simple professional development intervention to train teachers to better use behavior-specific praise (BSP) in their classroom. A modified multiple baseline design was conducted across four teachers and seven students. Three students were identified with EBD and four were considered at risk for EBD. The goal of the study was to increase the rate of BSP delivered to all students in the classroom and determine the effects of increased BSP on students with or at risk for EBD. Results of the study show that, following the teacher training, teachers increased BSP and target students increased their task engagement. In addition to increases in BSP, the use of corrective statements decreased following the training. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publication/behavioraldisorders
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10