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The Effect of Visual Performance Feedback on Teacher Use of Behavior-Specific Praise
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Reinke, Wendy; Lewis-Palmer, Teri; Martin, Emma – Behavior Modification, 2007
This study evaluated the effects of visual performance feedback (VPF) on teacher use of behavior-specific praise. In addition to receiving individual VPF, teachers participated in group consultation focused on increasing competence in the use of behavior-specific praise. Three general education elementary teachers and six students participated in…
Descriptors: Program Effectiveness, Student Behavior, Intervention, Positive Reinforcement
Perceived Effective Problem Solvers' Attributions Concerning Success and Failure of a Simulated Real-Life Problem.
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Larson, Lisa M.; Sailors, Patrick J. – Behavior Modification, 1997
Examined the effect of perceived problem-solving ability among teacher trainees (N=60) operationalized by the Problem Solving Inventory (PSI) and random feedback (success vs. failure) on participants' attributions. Results indicate a significant PSI x Feedback interaction for ability and effort but not for task difficulty and luck. (RJM)
Descriptors: Attribution Theory, Cognitive Processes, Elementary Secondary Education, Problem Solving
Scripted Sequences of Teacher Interaction: A Versatile, Low-Impact Procedure for Increasing Appropriate Behavior in a Nursery School.
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Martens, Brian K.; Hiralall, Andrea S. – Behavior Modification, 1997
Examines whether a teacher's managerial statements could be assessed as sequences and if a scripting procedure could be used to modify these sequences while retaining the overall structure of teacher/student interactions. Results show that the scripted interaction sequence increased levels of appropriate play behavior among children (N=5). (RJM)
Descriptors: Behavior Modification, Early Childhood Education, Intervention, Nursery Schools
The Effects of Child Behavior Problems on the Maintenance of Intervention Fidelity.
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McConnachie, Gene; Carr, Edward G. – Behavior Modification, 1997
Investigates the effects of child behavior problems on teachers' (N=3) intervention fidelity across two intervention protocols: escape extinction and functional communication training. Results indicate that a high rate of behavior problems during escape extinction appeared to punish teachers' efforts. A low rate of behavior problems was evident…
Descriptors: Behavior Modification, Behavior Problems, Cognitive Restructuring, Developmental Disabilities