Date of Award
Summer 8-2015
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Committee Chair
Brad Dufrene
Committee Chair Department
Psychology
Committee Member 2
Daniel Tingstrom
Committee Member 2 Department
Psychology
Committee Member 3
Joe Olmi
Committee Member 3 Department
Psychology
Committee Member 4
Keith Radley
Committee Member 4 Department
Psychology
Abstract
This study tested the efficacy of in situ direct training on increasing high school teachers’ use of behavior specific praise in the classroom. Of further interest was the extent to which training led to teachers’ maintained praise and generalized praise use in untrained classes. Students’ disruptive behaviors were measured concurrently to test the relationship between increased praise use and decreases in students’ inappropriate behavior in the classroom. Increasing the frequency of teachers’ use of praise statements with students for engaging in appropriate behavior has shown subsequent reduction in the occurrence of classroom disruptions resulting in less time that a teacher spends addressing inappropriate behaviors. Ultimately, this results in more time available for instruction and feedback to students. The current study found that use of in situ direct training resulted in an increase in high school teachers’ use of BSP in the classroom where the training occurred. Three of the four participants required one brief performance feedback session to maintain a substantial increase in BSP over baseline rates, but all participants ultimately maintained a rich rate of BSP in the class where training occurred. Additionally, generalization of increased use of BSP was evident, although three of the four participants required a simple generalization prompt to bring about this end. Student level of disruptive behavior decreased as a result of the increase in BSP. Results from this study are discussed in terms of the consultation literature andimplications for applied practice.
Copyright
2015, Traci Ann Taber
Recommended Citation
Taber, Traci Ann, "Generalization and Maintenance of High School Teachers' Use of Behavior Specific Praise Following Direct Behavioral Consultation in Classrooms" (2015). Dissertations. 108.
https://aquila.usm.edu/dissertations/108