The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom

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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, (c) eight weeks of data collection in which visual-performance feedback was reported to all four teachers, (d) one consultation session, and (e) two weeks of additional data collection. Observational data attempted to ... continued below

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Gibbins, Matthew August 2013.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 158 times , with 13 in the last month . More information about this dissertation can be viewed below.

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  • Gibbins, Matthew

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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, (c) eight weeks of data collection in which visual-performance feedback was reported to all four teachers, (d) one consultation session, and (e) two weeks of additional data collection. Observational data attempted to determine the functional relationship between visual-performance feedback, behavior-specific positive praise, and student outcomes using a mixed methods research model. Analysis revealed identified patterns in the relationship between visual-performance feedback, the amount of behavior-specific positive praise, and student behavioral and academic outcomes. These patterns are displayed through both quantitative results taken from the observational data as well as qualitative information given by teachers. Conclusions surrounding the positive outcomes for students were derived from the strongest correlations of between behavior-specific positive praise and visual-representation feedback. Implications drawn from the study were: (a) behavior-specific positive praise training should be a standard for teachers in behavior classrooms, and (b) group consultation should be an important part of monitoring behavior-specific positive praise for classroom teachers.

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  • August 2013

Added to The UNT Digital Library

  • March 8, 2015, 5:44 p.m.

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  • Nov. 15, 2016, 10:26 p.m.

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Gibbins, Matthew. The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom, dissertation, August 2013; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc500008/: accessed October 17, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .