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Full-Text Articles in School Psychology
Increasing Teachers' Use Of Behavior Specific Praise Via A Smart Watch, Kristi White
Increasing Teachers' Use Of Behavior Specific Praise Via A Smart Watch, Kristi White
Master's Theses
This study evaluated the effects of a teacher prompting procedure to increase teacher behavior specific praise using a Smart Watch. Participants included three Head Start general education teachers. An ABAB design across participants was used to examine the effects of Smart Watch-based prompts on teachers’ praise rate. The study consisted of four phases: a) baseline, b) teacher praise training and intervention, c) withdrawal from intervention, and d) intervention reinstated. Implementation of the intervention resulted in increases of average behavior specific praise rates and general praise rates for all three participants. Although, averages fail to reach criterion set by the researcher …
Tired Consultation To Improve And Maintain Teachers’ Behavior Specific Praise, Mariangely Melendez Galan-Torres
Tired Consultation To Improve And Maintain Teachers’ Behavior Specific Praise, Mariangely Melendez Galan-Torres
Dissertations
Many teachers are ill prepared in behavior management and literature has demonstrated the relationship between poor classroom management and academic outcomes. Common strategies to address teachers’ skill deficits in classroom management include didactic training and school-based consultation. Literature suggests that traditional didactic training can immediately increase knowledge acquisition, and school-based consultation is used to respond to ongoing academic and behavioral outcomes. However, both of these methods commonly fail to result in implementation fidelity and long-term maintenance of skill utilization. Research in the education field has demonstrated large to very large effect sizes for systems such as Response to Intervention (RtI) …
Using Digital Performance Feedback To Increase Teacher Integrity Of A Repeated Reading Intervention, Heather M. Whipple
Using Digital Performance Feedback To Increase Teacher Integrity Of A Repeated Reading Intervention, Heather M. Whipple
Dissertations
The National Assessment of Educational Progress reports 64% of 4th grade students and 66% of 8th grade students are less than proficient in reading despite the availability of evidence-based interventions in school settings (NAEP, 2015). It is important to implement reading interventions with struggling readers and because the role of the school psychologist has shifted from providing direct intervention services to students to providing consultative services to teachers, it is important to find various methods to promote teachers’ adherence to these interventions. Treatment integrity has been defined as the degree to which an intervention is implemented as planned …
Planned Activity Checks: Teachers’ Perceptions Of Social Validity For Class-Wide Behavior Assessment, Jacquelynn Elizabeth-Sidnie Johnson
Planned Activity Checks: Teachers’ Perceptions Of Social Validity For Class-Wide Behavior Assessment, Jacquelynn Elizabeth-Sidnie Johnson
Honors Theses
The purpose of this study was to determine if the implementation of Planned Activity Checks (PACs), which were a newly proposed method of behavioral observation which had been implemented by teachers in an elementary or high school setting, had the same results as a direct research observation in the classroom. The current system in place for behavioral assessment is a direct observer, either a social worker or counselor, coming into the classroom and directly observing a single student or a group of students for the entire class period. Most observations fall into three main categories: standardized rating scales, systematic direct …
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 …