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Effects of Tactile Prompting and Self-Monitoring on Teachers' Use of Behavior-Specific Praise
- Source :
-
Exceptional Children . Jul 2019 85(4):471-489. - Publication Year :
- 2019
-
Abstract
- Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers' use of behavior-specific praise while sustaining intervention long enough until teachers contacted natural maintaining contingencies. We created electronic tactile awareness prompting with self-monitoring (eTAPS) by combining two applications on an Apple Watch. Using a multiple-baseline-across-participants design, this study primarily investigated the effects of eTAPS on special education teachers' use of behavior-specific praise. Secondarily, this study investigated the impact that behavior-specific praise would have on the on-task behaviors of targeted students with disabilities demonstrating frequent off-task behaviors. Results indicated that eTAPS was effective in increasing and maintaining behavior-specific praise rates. Furthermore, significant increases in student on-task behavior occurred. Implications of results and future research are discussed.
Details
- Language :
- English
- ISSN :
- 0014-4029
- Volume :
- 85
- Issue :
- 4
- Database :
- ERIC
- Journal :
- Exceptional Children
- Publication Type :
- Academic Journal
- Accession number :
- EJ1219129
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1177/0014402919846500