Preferred Name
Elisabeth Morris
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Date of Graduation
5-15-2025
Semester of Graduation
Spring
Degree Name
Master of Education (MEd)
Department
Department of Educational Foundations and Exceptionalities
First Advisor
Joshua Pulos
Second Advisor
Benjamin Riden
Third Advisor
Sara Germansky
Abstract
The purpose of this study was to further extend the literature on teacher praise-to-reprimand (PTR) ratios by systematically replicating a study by Criss et al. (2023). This study evaluated the effects of goal setting with performance feedback on a special education teacher’s use of BSP and reprimands. A changing criterion design was used to gradually increase the participant’s use of BSP in 15 min whole group reading sessions with up to four students in grades 4th through 6th. The results of the study demonstrate a functional relation with the intervention and participant’s use of BSP. Implications for future research and practice as well as limitations are discussed.
