The Effect of Self-Evaluation on Teaching Behavior in Classrooms for Students with Emotional and Behavioral Disorders

Abstract

This study examined the effect of a self-evaluation intervention using audiotaped samples of teachers' instructional behavior on the rates of praise in classrooms for students with emotional and behavioral disorders (EBD). It also examined the effect of the intervention on other teaching behaviors and determined whether implementation of the intervention is feasible for teachers of students with EBD. Results suggested that the intervention had positive short-term effects on teacher praise and correct academic responses by students. Post hoc analyses suggested that the mean ratio of praise to reprimands changed across phases for teachers in both the self-evaluation and no treatment groups. Implications for future research and study limitations are discussed.

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