Date of Award
Fall 12-2017
Degree Type
Masters Thesis
Degree Name
Master of Science (MS)
Department
Psychology
School
Psychology
Committee Chair
Keith Radley
Committee Chair School
Psychology
Committee Member 2
Brad Dufrene
Committee Member 2 School
Psychology
Committee Member 3
Daniel Tingstrom
Committee Member 3 School
Psychology
Abstract
A number of studies have found behavior specific praise to be effective in increasing academically engaged behaviors and decreasing disruptive behaviors of students. The proposed study evaluated the effects of real-time visual performance feedback as a strategy for promoting teacher use of behavior-specific praise. An ABCBC design was utilized to determine the efficacy of real-time visual performance feedback in comparison to delayed visual performance feedback. The primary dependent variable measured was teacher use of behavior-specific praise. Additionally, student outcomes were assessed to determine the relationship between teacher use of behavior-specific praise and student behavior. The results from the study provide additional evidence that both immediate and delayed performance feedback via a wireless iPad device utilizing air-share was effective for increasing Head Start teachers’ use of BSP and decreasing the number of reprimands delivered.
Copyright
2017, Elizabeth Lown
Recommended Citation
Lown, Elizabeth, "The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers" (2017). Master's Theses. 594.
https://aquila.usm.edu/masters_theses/594