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…

The purpose of this study was to demonstrate how an early assessment of self-competency can be combined with an effective program for preventing maladaptive affective (self-competency) and academic skills. Eleven third graders participated in this study of three interventions. Feedback of multisource data, teacher praise (positive reinforcement),…

Three male primary students were issued a daily report card rating their disruptive behavior. Parents were asked to praise positive reports and ignore negative reports. Results showed that the intervention was effective in reducing inappropriate behaviors while increasing assignment completion. Ratings by parents, teachers, peers, and subjects…

This study involving three autistic and four nondisabled preschool children found that a peer-initiation intervention produced increases in peer initiations and social interactions when the teacher verbally prompted, but not without verbal prompts. When a correspondence training/visual feedback package was implemented, peer initiations and social…