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Articles 1 - 30 of 38
Full-Text Articles in School Psychology
Using Behavior Bingo To Increase Academically Engaged Behavior In A General Education Elementary School Population, Faith Elizabeth Hamilton
Using Behavior Bingo To Increase Academically Engaged Behavior In A General Education Elementary School Population, Faith Elizabeth Hamilton
Master's Theses
Spending instructional and work time addressing disruptive behaviors in the classroom is a common complaint of many teachers. The literature suggests that group contingencies are beneficial for improving behavior on a classwide and individual level. The current study investigated Behavior BINGO, a group contingency intervention whose research is in its infancy, and its effectiveness on increasing academically engaged behaviors and decreasing disruptive behaviors on a classwide basis. This study utilized a nonconcurrent multiple baseline design in three 2nd grade, general education classrooms in a public school.
The Classroom Password Group Contingency With Randomized Reinforcers, Emily Maxime
The Classroom Password Group Contingency With Randomized Reinforcers, Emily Maxime
Master's Theses
From the principles of reinforcement and punishment established by operant conditioning, there have been a variety of different behavior modification methods explored. Group contingencies are one of these behavior modification procedures that can be applied at a class-wide level by teachers who are seeking to improve student behavior as a group or individually. The three types of group contingencies are independent, interdependent, and dependent group contingency. Additional components, such as randomization within a group contingency, have been seen to further the effectiveness of behavioral strategies. A novel independent group contingency that has recently been investigated and demonstrated some promise as …
The Examination Of A Teacher Mentorship Intervention On Junior Teachers' Stress And Self-Efficacy, Cagla Cobek
The Examination Of A Teacher Mentorship Intervention On Junior Teachers' Stress And Self-Efficacy, Cagla Cobek
Master's Theses
This study examined a daily Check-In/Check-Out mentorship intervention for junior teachers. Changes in junior teachers’ stress level and their sense of self-efficacy were measured. Researchers collected data from three junior teachers and mentor dyads in a Southeastern school district. A Multiple Baseline Design across three teachers was used in this study to examine the impact of the daily mentorship intervention. The results suggested that daily Check-Ins and Check-Outs with mentor teachers decreased all three junior teachers’ daily stress. The intervention did not impact significantly on junior teachers’ perceived stress and their sense of self-efficacy. Overall, this study supports a promising …
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 …
Assessing The Contributions Of Proximity To Effective Instruction Delivery, Kenneth Ross
Assessing The Contributions Of Proximity To Effective Instruction Delivery, Kenneth Ross
Master's Theses
Effective instruction delivery (EID) is a component of the Compliance Training for Children (CTC) Model developed by D. Joe Olmi from the School Psychology program at the University of Southern Mississippi that is designed to increase childhood compliance to adult-delivered directives. EID has been observed to be an effective strategy for increasing compliance in children (Bellipanni et al., 2013; Derieux, 2021; Ford et al., 2001; Griffin, 2007; Wimberly, 2016). Additionally, the contributions of the individual components of EID, such as demanded eye contact (Everett et al., 2005; Faciane, 2004) and contingent praise (Everett et al., 2005), have been investigated over …
Stability Of Universal Screening Over Time: An Examination Of The Student Risk Screening Scale, Rebecca Wagner Lovelace
Stability Of Universal Screening Over Time: An Examination Of The Student Risk Screening Scale, Rebecca Wagner Lovelace
Master's Theses
Universal screening is a proactive method to identify students that are at risk for social-emotional and behavior (SEB) problems and provide information to schools to support early intervention for at risk children. Current recommendations for practice indicate screening should be conducted at three time points during the school year. Previous studies suggest that this recommendation is not empirically based and fewer screenings per year may be sufficient for identifying students at risk. The current study seeks to extend the literature regarding the stability and consistency of screening scores over time by analyzing ratings from the Student Risk Screening Scale (SRSS) …
Using Praise To Increase Visual Attending In An Asynchronous Online Learning Environment: An Eye Tracking Study, Andrew J. Rozsa Iii
Using Praise To Increase Visual Attending In An Asynchronous Online Learning Environment: An Eye Tracking Study, Andrew J. Rozsa Iii
Master's Theses
With the emergence of online courses in the mid-1990s, the number of students enrolled in online courses has been growing at an exponential rate (Schwirzke, Vashaw, & Watson, 2018). This trend brings with it new problems, such as familiarity with evidence-supported behavioral techniques that will maintain student engagement and improve likelihood of academic success in online learning environments. The purpose of the present study was to examine how the use of praise may affect visual engagement with video lectures with the assistance of commercially available eye tracking technology. A secondary objective of the study was to identify how praise affects …
The Effects Of Parent-Implemented Demanded Eye Contact As A Component Of Eid On Child Compliance, Halley Claire Blanchard
The Effects Of Parent-Implemented Demanded Eye Contact As A Component Of Eid On Child Compliance, Halley Claire Blanchard
Master's Theses
Effective instruction delivery (EID) is an eight-step strategy that has been shown to be effective at increasing child compliance across classroom and clinical settings (Everett et al., 2005; Ford, 1998; Mandal et al., 2000; Scoggins, 2005). Component analyses investigating the relative importance of eye contact components of EID have obtained mixed results in clinical settings (Everett et al., 2005; Faciane, 2001; Faciane, 2004). Additionally, applied studies evaluating the effectiveness and treatment integrity of interventions delivered through telehealth have been largely behavior-analytic in nature (Lee et al., 2015; Seuss et al., 2013; Stich & Samaha, 2015; Wainer & Ingersoll, 2014). The …
Matching Equation: Teacher Rates Of Praise And Reprimands, Meleah Ackley
Matching Equation: Teacher Rates Of Praise And Reprimands, Meleah Ackley
Master's Theses
Previous matching equation literature has demonstrated variability in student behaviors matching onto available reinforcement rates. While some studies have found that student on-task behaviors matched contingent teacher attention around half the observations (Martens et al., 1990), other studies have found that first grade students’ on-task behavior matched contingent teacher attention more than half of observations (Shriver & Kramer, 1997). However, no studies in the current literature have used teacher behaviors as the primary dependent variables (i.e., B1 and B2 in the matching equation). The current study sought to extend the Generalized Matching Equation (GME) further into the classroom, given the …
The Effects Of Segmenting Worksheets On Independent Seatwork With Elementary Students Delivered In A Remote Manner Using Parents As Interventionists, Lauren Peak
Master's Theses
Students have a limited amount of time each day to complete independent assignments. These assignments prioritize the learning opportunities provided to students. Learning opportunities or the chance to practice with feedback is highly effective, and additional repetition enhances the learning experience. By increasing student's time-on-task, they will be provided more learning opportunities. This study sought to discover if segmented work could increase the number of problems completed, digits correct per minute and on-task behavior. An alternating treatment design across four participants allowed for the comparison of segmented worksheets and whole worksheets. Additionally, parents served as the interventionist in this remote …
A Meta-Analysis Of Check-In/Check-Out: Effectiveness, Social Validity, And Design Standards, Caitlyn Weaver
A Meta-Analysis Of Check-In/Check-Out: Effectiveness, Social Validity, And Design Standards, Caitlyn Weaver
Master's Theses
The present study serves to investigate the evidence-base for Check-in/Check-out (CICO), a widely used behavioral intervention. Fifty-two studies were included in the review and 44 studies were included in the meta-analysis. Standardized mean difference was used to calculate an omnibus effect for CICO, which showed that CICO significantly improves student outcomes. Effect sizes were large for several dependent variables, including academic engagement, reduction in problem behaviors, percentage of points on a daily behavior report card, and reduction in internalizing behaviors. No moderators significantly explained variability within these relationships. Social validity was assessed across CICO studies and was reported to be …
The Effects Of Using Behavioral Skills Training In Teaching Non-Aba Professionals To Implement Discrete Trial Training: A Meta-Analysis, Lindsey Bernard
The Effects Of Using Behavioral Skills Training In Teaching Non-Aba Professionals To Implement Discrete Trial Training: A Meta-Analysis, Lindsey Bernard
Master's Theses
This quantitative meta-analysis evaluated the effectiveness of behavioral skills training (BST) for training non-applied behavior analysis (ABA) professionals to implement discrete trial training (DTT), as well as examining the methodological rigor of these studies using WWC design standards. Results indicate that BST produces large effects and the majority of studies either met design standards with reservations or met design standards. As a result, researchers and practitioners may be optimistic that BST is an effective approach to training non-ABA professionals to implement DTT.
The Quiet Classroom Game With An Indiscriminable Contingency In A High School, Stefanie Schrieber
The Quiet Classroom Game With An Indiscriminable Contingency In A High School, Stefanie Schrieber
Master's Theses
The Quiet Classroom Game (QCG) is an interdependent group contingency utilized to decrease classroom noise levels, increase student engagement, and decrease disruptive behaviors in the classroom setting. The purpose of the current study was to investigate the effects of the QCG in three high school classrooms in the Southeastern United States. Classrooms were recruited based on teacher reports of excessive noise and high rates of disruptive behavior. A multiple baseline design with two intervention phases was utilized to examine the effects of the intervention. The first phase was the QCG alone, and the second phase was the QCG with an …
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 …
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 …
The Effects Of Real-Time Visual Performance Feedback Using A Tier Approach For Increasing Behavior Specific Praise On Teachers, Elizabeth Lown
The Effects Of Real-Time Visual Performance Feedback Using A Tier Approach For Increasing Behavior Specific Praise On Teachers, Elizabeth Lown
Master's Theses
A number of studies have found behavior specific praise to be effective in increasing academically engaged behaviors and decreasing disruptive behaviors of students. The proposed study evaluated the effects of real-time visual performance feedback as a strategy for promoting teacher use of behavior-specific praise. An ABCBC design was utilized to determine the efficacy of real-time visual performance feedback in comparison to delayed visual performance feedback. The primary dependent variable measured was teacher use of behavior-specific praise. Additionally, student outcomes were assessed to determine the relationship between teacher use of behavior-specific praise and student behavior. The results from the study provide …
The Effects Of Plickers As Response Cards On Academic Engagement Behavior In High School Students, Morgan G. Mccargo
The Effects Of Plickers As Response Cards On Academic Engagement Behavior In High School Students, Morgan G. Mccargo
Master's Theses
Multiple studies have demonstrated the effectiveness of increasing student opportunities to respond for increasing academically engaged behavior. The use of response cards has held the most efficacy in terms of increasing opportunities to respond, yet no research has been done with the addition of a technology component. The purpose of this study is to evaluate the utility of technology-based response cards on increasing academically engaged behavior of students in three high school general education classrooms. It is hypothesized that the use of Plickers® will increase academically engaged behavior classwide and decrease disruptive behavior across students in all three classrooms.
Effects Of A Function-Based Peer Management Intervention With Middle-School Students With Adhd, Kate A. Helbig
Effects Of A Function-Based Peer Management Intervention With Middle-School Students With Adhd, Kate A. Helbig
Master's Theses
Attention Deficit/Hyperactivity Disorder (ADHD) is characterized by impairment in functioning due to inattention, hyperactivity, or impulsivity, as well as difficulties in school with social rejection and academic underachievement (American Psychiatric Association, 2013). The purpose of this study was to investigate the effectiveness of a peer-mediated non-contingent reinforcement (NCR) intervention informed by functional assessment data to decrease disruptive behavior for students with a special education classification of OHI-ADHD. Participants included three student dyads in a middle school setting located in the Southeastern United States. An A/B/A/B withdrawal design was used to evaluate the effectiveness of this intervention. The primary dependent variables …
Increasing Novel Vocalizations For Individuals With Asd Using A Voice Output Communication Aide, Shawn Kathleen Bishop
Increasing Novel Vocalizations For Individuals With Asd Using A Voice Output Communication Aide, Shawn Kathleen Bishop
Master's Theses
This study aimed to extend the literature on VOCA as a means of producing increased verbal speech using a prompt delay and shaping methods. Intervention targeted novel vocalization for three children with autism spectrum disorder (ASD) and limited vocal speech. All three participants increased vocalizations, but to varying degrees and only after a second phase where an echoic prompt was introduced. While the results vary across participants, increased vocal speech for all participants and high social validity suggest that VOCA-based interventions may be an appropriate intervention to increase vocal output for children with ASD.
Using Digital Performance Feedback To Increase Teacher Treatment Integrity, Heather Marie Whipple
Using Digital Performance Feedback To Increase Teacher Treatment Integrity, Heather Marie Whipple
Master's Theses
In intervention research, assessing treatment integrity is important to establish functional control of the independent variable and make accurate decisions regarding treatment effectiveness. This study examined the effects of digital performance feedback (DPF) as a follow-up strategy for teachers to increase integrity. A multiple baseline design was utilized to determine the effectiveness of this strategy. Results from this study expanded previous literature on ways to promote treatment integrity and help move toward a science of intervention implementation. The primary dependent variable measured was treatment integrity. Student behavior was also assessed to determine if there is a relationship between treatment integrity …
The Effects Of Tootling Combined With Public Posting In High School Classrooms, Sarah Joan Wright
The Effects Of Tootling Combined With Public Posting In High School Classrooms, Sarah Joan Wright
Master's Theses
A traditional tootling procedure was implemented along with a public posting component to determine the effects on academically engaged, disruptive, and passive off task behaviors in four general education high school classrooms. The study employed an A/B/B+C multiple baseline design across classrooms. The primary focus of the study was to assess potential increases in academically engaged behavior across intervention conditions. Students in the traditional tootling phase (B) were instructed to report on their peers’ positive, prosocial behaviors. At the end of the class period, the teacher silently read through the tootles and added the total toward the group goal. When …
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 …
Understanding How Intentionally Unplugging From Cell Phones Shapes Interpersonal Relationships And The Undergraduate College Experience, Jadelin P. Felipe
Understanding How Intentionally Unplugging From Cell Phones Shapes Interpersonal Relationships And The Undergraduate College Experience, Jadelin P. Felipe
Master's Theses
The purpose of this study was to gain an understanding of what motivated college students—the Unplugged Students—to intentionally use their cell phones less and how they understood the impact that unplugging had on their interpersonal relationships and college experience. Nine undergraduate college students from four private schools were interviewed in one-on-one semi- structured interviews. These students, considered non-users, provided a particularly useful perspective as these students made a conscious choice to counteract social norms and experienced both being plugged in and unplugged. Cell phones and the act of unplugging proved to make up a complex and more nuanced topic than …
The Effects Of Errorless Compliance Training Interventions On Compliance Behavior On Students In The Home And Generalization In The School Setting, Hannah Jeanne Cavell
The Effects Of Errorless Compliance Training Interventions On Compliance Behavior On Students In The Home And Generalization In The School Setting, Hannah Jeanne Cavell
Master's Theses
Errorless Compliance Training (ECT) is a procedure used to lessen disruptive behavior using a gradual and noncorecive approach. In this study, parents of three school-aged children who demonstrated high levels of disruptive behavior in the home and the classroom were trained on the ECT procedure. ECT sessions took place in the home, with parents delivering requests. Generalized effects of ECT were assessed in the school setting. Baseline data were used to arrange requests into grouped Levels, ranging from Level 1 (requests of which individual is typically compliant) to Level 4 (requests in which individual is typically noncompliant). Using the ECT …
The Dark Triad And Hexaco Model Of Personality In Relational Aggression, Niki M. Knight
The Dark Triad And Hexaco Model Of Personality In Relational Aggression, Niki M. Knight
Master's Theses
Past research has linked relational aggression (RA) to many forms of psychological maladjustment among children and early adolescents. Although less is known about RA among emerging adults, there is a growing body of research demonstrating a number of adverse correlates. This literature has sparked an interest in examining the role of personality in RA. Most investigations to date have focused on the Five Factor Model; however, the six factor HEXACO model of personality (Ashton et al., 2004) may offer some advantages in studying RA. Moreover, the manipulative and often covert nature of RA among emerging adults has theoretical overlap with …
A Comparison Of Two Function-Based Interventions: Ncr Vs. Dro In A Preschool Classroom, Zachary C. Labrot
A Comparison Of Two Function-Based Interventions: Ncr Vs. Dro In A Preschool Classroom, Zachary C. Labrot
Master's Theses
The purpose of this study was to determine the relative efficacy of non-contingent reinforcement (NCR) and differential reinforcement of other behavior (DRO) after behavioral functions have been identified through indirect, descriptive, and experimental assessment. Participants included three preschool-age children in center-based classrooms (Head Start) in a southeastern school district. Functional assessment data were used to inform treatment procedures, which were examined with an alternating treatments design. This study examined (1) relative differences in the efficacy of NCR and DRO in decreasing problem behaviors in preschool children, (2) relative differences in the efficacy of NCR and DRO in increasing appropriate behavior, …
Investigating The Use Of A Positive Variation Of The Good Behavior Game In A High School Setting, Shauna Lynne
Investigating The Use Of A Positive Variation Of The Good Behavior Game In A High School Setting, Shauna Lynne
Master's Theses
The Good Behavior Game (GBG) is an example of an interdependent group contingency that can be used in classrooms to manage behavior. The purpose of this study is to evaluate the effectiveness of a positive variation of the GBG in which teachers attend to rule-following behavior, as opposed to the original version of the game in which teachers attend to rule-breaking behavior. In previous studies, researchers have demonstrated the effectiveness of the GBG in decreasing problematic behavior and/or increasing productive or desired behavior in classroom settings and in hospital settings and spanning preschool-aged, elementary toddlers to high school-aged adolescents. An …
The Effects Of Tootling On Disruptive And Academic Behaviors In High School, John Dylan Ken Lum
The Effects Of Tootling On Disruptive And Academic Behaviors In High School, John Dylan Ken Lum
Master's Theses
Considered the opposite of tattling, tootling is a procedure where students report their classmates’ positive behavior instead of inappropriate behavior. This study examined the effects of tootling on students’ behavior in three general education high school classrooms. An A-B-A-B withdrawal with follow-up design was used to assess the effects of the intervention on decreasing classwide disruptive behavior and increasing academically engaged behavior. Students wrote tootles anonymously on paper slips, and deposited them into a marked container. An interdependent group contingency procedure was used to create a class goal for the number of submitted tootles, which led to a class reward …
Reducing Disruptive Behavior In High School: The Good Behavior Game, William Blake Ford
Reducing Disruptive Behavior In High School: The Good Behavior Game, William Blake Ford
Master's Theses
Disruptive behavior in the classroom setting negatively impacts the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Class-wide levels of disruptive behaviors worsen these impacts and are often related to problems with a teacher’s classroom management techniques and abilities. Group contingency interventions, such as the Good Behavior Game (GBG), are often used to provide teachers with evidence based management strategies while improving student behavior in the class. Furthermore, group contingency interventions, such as the GBG, can be conceptualized as Tier I or Tier II interventions within a …