不同行为特异性表扬率对中学课堂教学的影响

IF 1.4 3区心理学 Q3 EDUCATION, SPECIAL

Journal of Positive Behavior Interventions Pub Date : 2022-05-11 DOI:10.1177/10983007221091330

Roderick D. O’Handley, D. J. Olmi, Brad A. Dufrene, Keith C. Radley, D. Tingstrom

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引用次数: 3

摘要

很少有研究考察行为特定表扬(BSP)在中学课堂中的效果，而且很少有研究考察改善班级范围内适当参与行为(AEB)和减少破坏性行为(DB)所需的BSP比率。本研究采用多重基线设计，在教师对之间平衡嵌入a /B/C/ a /C条件序列，评估每2分钟和每4分钟提供一次BSP的效果，以及两种BSP率对四个中学教室全班级AEB和DB的相对影响。基于视觉分析和无重叠，每2分钟使用一次BSP，在全班级的AEB和DB中产生了巨大而直接的改善。相比之下，每4分钟使用一次BSP对全班级的AEB和DB的影响是混合的。总体而言，每2分钟使用一次BSP优于每4分钟使用一次BSP。讨论了局限性，未来研究方向和实际意义。

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The Effects of Different Rates of Behavior-Specific Praise in Secondary Classrooms

Few studies examine the effects of behavior-specific praise (BSP) in secondary classrooms, and there is limited research examining the rate of BSP that is needed to improve classwide appropriately engaged behavior (AEB) and reduce disruptive behavior (DB). Using a multiple baseline design with an embedded A/B/C/A/C condition sequence counterbalanced across pairs of teachers, this study evaluated the effects of BSP delivered once per 2 min and once per 4 min, and the relative effects of both rates of BSP on classwide AEB and DB across four secondary classrooms. Based on visual analysis and non-overlap, using BSP once per 2 min produced large and immediate improvements in classwide AEB and DB. In contrast, using BSP once per 4 min had mixed effects on classwide AEB and DB. Overall, using BSP once per 2 min was superior to using BSP once per 4 min. Limitations, directions for future research, and practical implications are discussed.

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来源期刊

Journal of Positive Behavior Interventions Multiple-

CiteScore

4.90

自引率

14.30%

发文量

期刊介绍： ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.