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ERIC Number: EJ845891
Record Type: Journal
Publication Date: 2005
Pages: 5
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1074-2956
Providing Teachers with Performance Feedback on Praise to Reduce Student Problem Behavior
Mesa, Juan; Lewis-Palmer, Teri; Reinke, Wendy
Beyond Behavior, v15 n1 p3-7 Fall 2005
Research has suggested that the use of effective instructional strategies could be increased through direct intervention. One possible intervention is performance feedback, a simple yet effective method of consultation for influencing teacher behavior. Mortenson and Witt (1998) defined performance feedback as "a method of providing information or knowledge of processes and results to promote transfer or maintenance of skills and behavior" (p. 614). This study examined the effect of a visual performance feedback intervention (i.e., a simple, computer-generated line graph) on teachers' rate of praise for students' academic and behavioral performance and subsequent changes in students' rates of problem behavior. Results indicated that the use of the line graph was effective at increasing the rate of praise during the intervention phase. Further, in comparison to the baseline phase, students had decreased rates of disruptive behaviors during the intervention phase of the investigation. (Contains 1 figure.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/beyondbehavior/index.cfm?categoryID=D646D293-C09F-1D6F-F9C4E203B21F5EB8
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon