Preferred Name
Haley
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
5-9-2024
Semester of Graduation
Spring
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Department of Graduate Psychology
Advisor(s)
Trevor Stokes
Tonya Lambert Delp
Sara Snyder
Abstract
The purpose of this study was to examine the impact of teacher’s PRIDE (praise, reflection, imitation, description, and enjoyment) skill acquisition on student challenging behavior using direct measurement. PRIDE skills are positive attention skills that have demonstrated success in improving teacher-student rapport as well as reducing student maladaptive behavior within the classroom setting. A multiple baseline across behaviors design was used to assess the impacts of P + R and I + D pairings on the dependent variable, student behavior. Behavioral skills training (BST) and feedback was used to teach and maintain PRIDE skill acquisition in the intervention phases. Due to no student challenging behavior occurring throughout the course of the current study, the results did not discover an impact of teacher PRIDE skill acquisition on student behavior. However, the findings do suggest that BST and feedback are potentially effective tools to teach PRIDE skills.
Recommended Citation
Gardner, Haley, "The impacts of teacher's PRIDE skill acquisition on student challenging behavior" (2024). Masters Theses, 2020-current. 290.
https://commons.lib.jmu.edu/masters202029/290
