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Does Teacher Behavior Change In Middle School Math Classes When Teachers Receive Instructional Coaching Using Bug-In-Ear Technology?, Ellen L. Browning
Does Teacher Behavior Change In Middle School Math Classes When Teachers Receive Instructional Coaching Using Bug-In-Ear Technology?, Ellen L. Browning
Communication Disorders & Special Education Theses & Dissertations
The purpose of this study was to investigate if there is a relationship between the use of immediate feedback provided through instructional coaching and teacher behaviors shown to improve student achievement. Specifically this study used a time-series nonequivalent control group design to explore the relationship between instructional coaching using Bug-In-Ear (BIE) technology and teacher frequency of the following behaviors: (a) teacher use of technology-enhanced choral response as part of completed three-term contingency trials, (b) the high-access strategy of choral response versus the low-access strategy of call-outs and blurt-outs, (c) re-directs, reprimands, and behavior-specific praise statements. Measures of student engagement and …
The Effects Of Function-Based Thinking On Teacher Selection Of Interventions For Disruptive Student Behavior, Kimberly Yanek
The Effects Of Function-Based Thinking On Teacher Selection Of Interventions For Disruptive Student Behavior, Kimberly Yanek
Communication Disorders & Special Education Theses & Dissertations
Traditional approaches to addressing student misbehavior often involve the imposition of reactive and punitive consequences. Certain groups of students who engage in disruptive behavior experience a disproportionate amount of these punitive disciplinary responses. African American males are one such group. A growing body of research suggests that a need exists for more proactive and positive approaches to addressing student classroom misbehavior. One promising option is function-based thinking—a critical component of functional behavioral assessment. The present study examined both the accuracy of and change in teacher selected antecedent and/or consequence interventions aligned with the function of student behavior. Additionally, changes in …