Teachers Teaching
- Aids in the classroom and dti
Abstract: We evaluated an abbreviated performance feedback intervention as a training strategy to improve discrete trial instruction of children with autism by three paraprofessional staff (assistant teachers) at a specialized day school. - An analysis of some variables influencing the effectiveness of reprimands
Abstract: Although several studies have shown that social reprimands can function as punishers,no study reported to date has isolated any of the factors influencing reprimand efficacy. Three experiments were conducted to investigate several factors. - Effects of teacher attention on study behavior
Abstract: The effects of contingent teacher attention on study behavior were investigated. Individual rates of study were recorded for one first-grade and five third-grade pupils who had high rates of disruptive or dawdling behavior. A reinforcement period (in which teacher attention followed study behavior and non-study behaviors were ignored) resulted in sharply increased study rates. - Use of the good behavior game to decrease disruptive behavior
Abstract: A recent study reported procedures (the “good behavior game”) for reducing disruptive classroom behavior. Replication of the procedures of the “good behavior game” in two classrooms showed it to be an effective technique for reducing disruptive talking and out-of-seat behavior. Further experimental analysis indicated that the effective components of the game were division of the class into teams, consequences for a team winning the game, and criteria set for winning the game. - The functional effect of teacher positive and neutral affect on task performance of students with significant disabilities
Abstract: The study uses an alternating treatment design to evaluate the functional effect of teacher’s affect on students’ task performance. Tradition in special education holds that teachers should engage students using positive and enthusiastic affect for task presentations and praise.
