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ERIC Number: EJ1029763
Record Type: Journal
Publication Date: 2014-Jul
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-3085
Direct Behavioral Consultation: Effects on Teachers' Praise and Student Disruptive Behavior
Dufrene, Brad A.; Lestremau, Lauren; Zoder-Martell, Kimberly
Psychology in the Schools, v51 n6 p567-580 Jul 2014
Direct behavioral consultation is an extension of traditional behavioral consultation and focuses on assessment and training in the classroom during ongoing classroom activities. This study evaluated direct behavioral consultation services in two elementary alternative classrooms referred following a program evaluation in which data suggested behavior-specific praise was not being delivered at a desired level. A multiple baseline design across classrooms was used to evaluate indirect and direct training procedures for increasing teachers' implementation of behavior-specific praise. Results indicated that indirect training did not result in substantial improvements in teachers' use of behavior-specific praise. Direct training procedures resulted in immediate increases in behavior-specific praise for both teachers, but only one teacher maintained those increases immediately following training. For the other teacher, when performance feedback was added to direct training, increases in behavior-specific praise were maintained. Data are also presented regarding student disruptive behavior. Results are discussed in terms of direct behavioral consultation theory and practice for educational settings.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A