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ORCID
https://orcid.org/ 0000-0001-9595-6651
Date of Graduation
5-12-2022
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Department of Educational Foundations and Exceptionalities
Advisor(s)
Sara Snyder
Joshua Pulos
Benjamin Riden
Abstract
Behavior-specific praise (BSP) has been shown to be an effective intervention across age groups for improving behavior in the school setting, including increasing on-task behavior, increasing engaged behavior, and reducing disruptive behavior. Following a review of the literature, the researcher selected tactile prompting paired with a visual prompt to increase specials teachers’ use of BSP. Using a multiple probe across participants design with an add-in component, this study investigated the effects of a visual prompt and a tactile prompt paired with a visual prompt to increase BSP use for two elementary school music teachers. Researchers also examined whether increasing BSP use affected the rate of corrective statement use. Results provide preliminary evidence that a tactile prompt paired with a visual prompt is more effective than a visual prompt alone for increasing BSP use.
Recommended Citation
Rich, Elizabeth, "Teaching specials teachers to use behavior specific praise in elementary school" (2022). Masters Theses, 2020-current. 170.
https://commons.lib.jmu.edu/masters202029/170
Included in
Elementary Education Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
