Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD

Kevin S. Sutherland · Joseph H. Wehby · Susan R. Copeland

392 citations0/0 files storedJournal of Emotional and Behavioral Disorders

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Behavioral and Psychological Studies Early Childhood Education and Development Autism Spectrum Disorder Research

Abstract

The purposes of this study were to examine (a) the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disorders (EBD) and (b) the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of a class of students with EBD. Participants were a special education teacher and nine fifth-grade students in a self-contained classroom for students with EBD. Using an ABAB withdrawal design, the rate of the teacher's behavior-specific praise was increased to a criterion level during each intervention phase. Results indicate that the students' on-task behavior increased when the teacher's behavior-specific praise increased, and they decreased during the brief withdrawal phase. Implications for research and practice are discussed.

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References

1982Single-Case Research Designs: Methods for Clinical and Applied Settings 1983Single-case research designs: Methods for clinical and applied settings 1994Reinforcement, Reward, and Intrinsic Motivation: A Meta-Analysis 1981Teacher Praise: A Functional Analysis 1968RULES, PRAISE, AND IGNORING: ELEMENTS OF ELEMENTARY CLASSROOM CONTROL1 1968EFFECTS OF TEACHER ATTENTION ON STUDY BEHAVIOR1 1979An Experimental Study of Effective Teaching in First-Grade Reading Groups

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