The Effects of a Self-Monitoring Intervention on the Frequency of Teacher Praise
Open Access
Author:
Holroyd-Hillemeyer, Alexander V
Graduate Program:
Special Education
Degree:
Master of Science
Document Type:
Master Thesis
Date of Defense:
None
Committee Members:
Mary Catherine Scheeler, Thesis Advisor/Co-Advisor David Lee, Thesis Advisor/Co-Advisor Richard M Kubina Jr., Thesis Advisor/Co-Advisor
Keywords:
special education self-monitoring praise behavior specific praise emotional behavioral disorders positive behavior supports
Abstract:
This study examines the relationship between a self-monitoring intervention and a special education teacher’s rate of praise and behavior specific praise. The participant, a second year emotional support teacher, was selected based on low rates of praise and the stated need to develop more effective behavior management strategies to deal with his students’ challenging behaviors. An AB research design was used to establish the relationship between the independent variable, a self-monitoring intervention, and the dependent variable, rate of praise. The results suggest that the self-monitoring intervention directly related to an increase in the teacher’s rate of praise. The study was found to have a high level of social validity based on high scores on a 12 question treatment acceptability form, in addition to positive anecdotal statements given by the participant.