Date of Award

Fall 8-7-2017

Degree Type

Masters Thesis

Degree Name

Master of Science (MS)

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.

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