Title

The Effectiveness of Two Consultation Models on Teachers' Use of Behavior Specific Praise and Class-Wide Student Disruptive Behavior in an Elementary Setting

Issuing Body

Mississippi State University

Advisor

McCleon, Tawny E.

Committee Member

Henington, Carlen

Committee Member

Gadke, Daniel L.

Committee Member

Justice, Cheryl A.

Date of Degree

1-1-2018

Original embargo terms

Visible to MSU only for 3 years

Document Type

Dissertation - Open Access

Major

Educational Psychology with a Concentration in School Psychology

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Counseling, Educational Psychology and Foundations

Abstract

Effective classroom management may be one of the most important skills a teacher can possess. However, many teachers begin their careers lacking the expertise required to run a classroom to maximize the potential for student academic success. With the addition of legislation such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, teachers have become increasingly accountable for the academic achievement of their students. Numerous studies have found a direct link between effective classroom management skills and higher academic achievement of students (Oliver & Reschly, 2007; Gresham, 2009; Wenglinsky, 2002; Strong, Ward & Grant, 2011). Teacher praise for appropriate student behavior has been proven to be an effective classroom management strategy (Villeda, Shuster, & Carter, 2016). The current study examined the effect of two types of consultation (i.e., consultation only and consultation with performance feedback) on increasing teacher’s skill levels in the use of behavior specific praise in an effort to decrease student disruptions in the classroom. A multiple baseline A/B/B+C/ Follow-up design was used to determine the effectiveness of the two consultation methods. Results indicated that both consultation methods increased the teachers’ praise to correction ratios and reduced the frequency of students’ disruptive behavior. Implications of the study and future directions are discussed.

URI

https://hdl.handle.net/11668/20130

Comments

effective classroom management techniques||teacher consultation||performance feedback||praise to correction ratios

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