The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom
Description:
The present study aimed to understand the relationship between the use of visual-performance feedback and its effects on behavior-specific positive praise in classrooms for students who exhibit behavioral challenges. The current study included 15 children being served by four teachers in elementary self-contained behavior classrooms. Data collection and instrumentation included (a) a pre-service training for all four teachers, (b) two weeks of baseline data on behavior-specific positive praise,…
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Date:
August 2013
Creator:
Gibbins, Matthew
Partner:
UNT Libraries