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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 …
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 …
Antecedents And Continuity Of Compliance In Preschoolers, Lauren Gindin
Antecedents And Continuity Of Compliance In Preschoolers, Lauren Gindin
Master's Theses
Self-regulation, and compliance behavior specifically, has been implicated in the development of successful socialization. Difficulty self-regulating has led to negative outcomes in areas such as academic success and mental health, and a number of possible contributors, such as temperament, maternal sensitivity and attachment, have been identified. In this study, we examined these possible predictors of preschool compliance behavior through causal modeling utilizing a large and diverse longitudinal dataset from the NICHD Study of Early Child Care and Youth Development. We aimed to predict compliance and delay of gratification performance in children across 2, 3 and 4.5 years of age by …