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Comparing Effects Of Praise Rates On Classroom Behavior, Brittany Pigg
Comparing Effects Of Praise Rates On Classroom Behavior, Brittany Pigg
Master's Theses
High-quality academic instruction, and, in turn, student success, are correlated with effective classroom management (Gage, Scott, Hirn, & MacSuga-Gage, 2018; Johnson, 1997; Stronge, Ward, & Grant, 2011; Wang, Haertel, & Walberg, 1993). Students are spending up to 50% of their instructional time engaged in non-instructional activities such as classroom procedures, transitions, and discipline (Codding & Smyth, 2008). However, academic activities should account for at least 70% of classroom time (Little & Akin-Little, 2008). Praise, a simple classroom behavior management procedure, includes statements commending behavior and is intended to increase the future probability of the behavior that warranted praise. Behavior-specific praise …
Programming Maintenance For The Mystery Student Intervention, Sarah Litten
Programming Maintenance For The Mystery Student Intervention, Sarah Litten
Dissertations
The current study evaluated the effects of the Mystery Student Intervention (MSI) in university and community-based preschool settings on the appropriate and disruptive behaviors in the classroom utilizing a randomized independent group contingency. This study extended the literature base of the MSI, which was previously conducted in Head Start classrooms by Pasqua (2019), and Pasqua and colleagues (2021) which determined the MSI to be effective at reducing disruptive behaviors in the classroom setting. A nonconcurrent multiple baseline design across three classrooms was used. This study also sought to further extend the literature by evaluating programmed maintenance using a partial sequential …
The Effect Of Token Economies On Student Behavior In The Preschool Classroom: A Meta-Analysis, Lynda B. Hayes
The Effect Of Token Economies On Student Behavior In The Preschool Classroom: A Meta-Analysis, Lynda B. Hayes
Dissertations
There has been a recent push in the literature to identify and use more evidence-based practices for positive behavioral supports for challenging student behaviors in the classroom environment. Further, interest in targeting early education environments such as preschool has been growing given the persistence of behavioral difficulties in the absence of early and effective intervention (Campbell & Ewing, 1990; Kazdin, 1987; Powell, Dunlap, Fox, 2006; Stormont, 2002). Two previous meta-analyses (Maggin et al., 2011; Soares et al., 2016) provided some initial support for effectiveness of token economies with challenging student behavior; however, the inclusion of the preschool setting was limited …
Structural Model Of Child Routines And Self-Regulation In Relation To Parenting And Externalizing Behavior Problems In Young Children, Lovina R. Bater
Structural Model Of Child Routines And Self-Regulation In Relation To Parenting And Externalizing Behavior Problems In Young Children, Lovina R. Bater
Dissertations
The relationship between parenting practices and externalizing behavior problems in preschool children is well established; however, the mechanisms that explain this relationship are less understood. It is suggested that the structure and predictability created by child routines allow children the opportunity to become aware of and learn to regulate their behaviors accordingly, yet only a couple of studies have examined this relationship. Therefore, this study examined competing models (i.e., direct, indirect, and serial mediation models) to help determine which model captures the relationship between the variables of interest. It was hypothesized that each model would have good model fit but …
Comparing The Relative Effectiveness Of Function-Based Antecedent And Reinforcement Interventions For Increasing Preschoolers’ Appropriate Behavior, Ashley Murphy
Master's Theses
The current study extended current literature regarding using brief functional analysis methodologies to inform function-based intervention for increasing preschool students’ academically engaged behavior. Teachers were prompted through brief functional analysis procedures by the researcher. Brief functional analysis results informed two function-based interventions: an antecedent intervention - pre-session non-contingent reinforcement, and a reinforcement intervention – differential reinforcement of alternative behavior. The two interventions were compared according to effectiveness on increasing preschool students’ academically engaged behavior and social validity ratings from teachers. Results indicated for all three participants the reinforcement intervention was not only more effective, but also received higher social validity …
Evaluating The Independent Group Contingency: “Mystery Student” On Improving Behaviors In Head Start Classrooms, Jamie Pasqua
Evaluating The Independent Group Contingency: “Mystery Student” On Improving Behaviors In Head Start Classrooms, Jamie Pasqua
Master's Theses
An increasing number of preschool children exhibit challenging behavior in the classroom. Head Start children are particularly at risk for emotional and behavioral disorders due to numerous risk factors. Unfortunately, some preschool teachers are ill equipped to manage the challenging behaviors that preschool children exhibit. The current study investigated the effects of the group contingency, “Mystery Student,” on improving preschool classroom behaviors. The Mystery Student intervention is a novel, independent group contingency, with an added randomized component. An ABAB reversal design was employed to determine how effective the Mystery Student intervention was at decreasing the disruptive behaviors and increasing the …
Generalization Of Teachers' Use Of Effective Instruction Delivery Following In Situ Training, Joy Kathleen Wimberly
Generalization Of Teachers' Use Of Effective Instruction Delivery Following In Situ Training, Joy Kathleen Wimberly
Master's Theses
The efficacy of in situ training for increasing Head Start teachers’ use of effective instruction delivery in Head Start classrooms while evaluating concomitant increases in Head Start students’ compliance was examined in the current study. Of further interest was the extent to which Head Start teachers maintained and generalized accuracy of effective instruction delivery in untrained settings. Four Head Start teachers and four Head Start students served as participants in this study. A multiple baseline across participants was used to test the effects of in situ training on teachers’ accuracy of effective instruction delivery and students’ initiation compliance. Data were …
Attention-Deficit/Hyperactivity Disorder Symptoms As A Mediator Of The Relation Between Social Perception And Social Skills And Adaptability In Preschoolers, Brandi Michelle Ellis
Attention-Deficit/Hyperactivity Disorder Symptoms As A Mediator Of The Relation Between Social Perception And Social Skills And Adaptability In Preschoolers, Brandi Michelle Ellis
Master's Theses
ADHD symptoms have been linked empirically to both social perception deficits as well as impairments in social skills and adaptability. The current study built on existing literature by examining whether social perception abilities indirectly predicted social skills and adaptability through ADHD symptoms in preschool-aged children. The sample consisted of 3- to 6-year-old children attending Head Start Programs and private preschools (N = 76). It was expected that social perception abilities would positively relate to both social skills and adaptability. It was also expected that these relations would occur indirectly through ADHD symptoms. Specifically, social perception abilities would relate negatively …
Child Routines And Self-Regulation As Mediators Of Parenting Practices And Externalizing Problems In Preschoolers, Lovina R. Bater
Child Routines And Self-Regulation As Mediators Of Parenting Practices And Externalizing Problems In Preschoolers, Lovina R. Bater
Master's Theses
Studies clearly indicate that parenting practices relate to child externalizing behaviors, although the mechanisms underlying this relation are less well understood. Researchers suggest that daily routines are one way through which parenting practices relate to externalizing behaviors, allowing children to regulate their thoughts, emotions, and behaviors accordingly, potentially promoting development of appropriate self-regulatory behaviors. Self-regulation is also a possible route through which child routines inversely relate to externalizing behaviors. These relationships have been tested in school-age and older children, yet self-regulatory abilities are known to develop during the preschool period. This study examined child routines and self-regulation as serial mediators …
Using The Good Behavior Game To Decrease Disruptive Behavior While Increasing Academic Engagement With A Headstart Population, Brandy Marie Hunt
Using The Good Behavior Game To Decrease Disruptive Behavior While Increasing Academic Engagement With A Headstart Population, Brandy Marie Hunt
Dissertations
The Good Behavior Game (GBG) has been widely supported as an effective intervention to alter a variety of target behaviors, in various settings, with varying age groups; however, there are areas warranting further investigation. Prior to the present study, no study has examined the GBG’s effectiveness in decreasing disruptive behaviors while increasing appropriate academic behaviors within a preschool population. The present study adds to the literature base by investigating the GBG’s effectiveness in simultaneously decreasing classroom disruptive behaviors while increasing appropriate behaviors. A multiple baseline design across three Headstart classrooms was used to evaluate the effectiveness of the GBG on …