Date of Award
Summer 2020
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Psychology
Committee Chair
Dr. D. Joe Olmi
Committee Chair School
Psychology
Committee Member 2
Dr. Lauren E. McKinley
Committee Member 3
Dr. Brad A. Dufrene
Committee Member 3 School
Psychology
Committee Member 4
Dr. Keith C. Radley, III
Committee Member 4 School
Psychology
Abstract
The current study evaluated the effects of a positive and negative reinforcement contingency on teachers’ use of behavior specific praise (BSP) in the educational setting. An alternating treatments design was used across four participants in a rural, Southern elementary to determine if one or both conditions was successful in increasing the use of BSP. Data were collected on teachers’ use of BSP, general praise, general reprimands, and behavior specific reprimands (BSR). Additionally, student engagement in academically-associated and/or disruptive behaviors was measured throughout baseline, treatment, and follow-up phases. Results indicate both the positive and negative reinforcement contingency were successful in improving teachers’ use of BSP. Levels of academic engagement also increased while disruptive behaviors decreased as a result of increased rates of praise. The present study is discussed in terms of both the relevant literature and future research.
Copyright
Eaves, 2020
Recommended Citation
Eaves, Ashleigh, "Using Two Reinforcement Contingencies to Alter Teachers' Rates of Praise" (2020). Dissertations. 1798.
https://aquila.usm.edu/dissertations/1798