培养教师提高行为特异性表扬的Meta分析

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2019-04-24 DOI:10.1080/15377903.2019.1587802

Kimberly A. Zoder-Martell, Margaret T. Floress, Ronan S. Bernas, Brad A. Dufrene, Samantha L. Foulks

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引用次数: 31

摘要

摘要:本研究的目的是综合文献支持教师使用行为特异性表扬的培训，这是一种用于减少学生的破坏性和非任务行为，防止学生问题行为发生的策略。本荟萃分析综合了28个单案例研究的结果，这些研究考察了培训教师增加行为特定表扬使用的有效性。总体结果表明，表扬训练在增加教师使用行为特定表扬方面产生了很强的效果(Tau-U = 0.85)。讨论了研究结果的局限性、意义和未来发展方向。

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Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis

Abstract The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students’ disruptive and off-task behavior as well as prevent students’ problem behaviors from occurring. The results of 28 single-case studies examining the effectiveness of training teachers to increase their use of behavior-specific praise were synthesized in this meta-analysis. Overall results suggest that praise training produced a strong effect (Tau-U = 0.85) at increasing teachers’ use of behavior-specific praise. Limitations, implications, and future directions of the findings are discussed.

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.