This study examined the effect of a self-evaluation intervention using audiotaped samples of teachers' instructional behavior on the rates of praise in classrooms for students with emotional and behavioral disorders (EBD). It also examined the effect of the intervention on other teaching behaviors and determined whether implementation of the intervention is feasible for teachers of students with EBD. Results suggested that the intervention had positive short-term effects on teacher praise and correct academic responses by students. Post hoc analyses suggested that the mean ratio of praise to reprimands changed across phases for teachers in both the self-evaluation and no treatment groups. Implications for future research and study limitations are discussed.
Get full access to this article
View all access options for this article.
References
1.
Bakeman, R., & Gottman, J. M. (Eds.). (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). New York: Cambridge University Press .
2.
Bullard, B. (1998, November). Teacher self-evaluation. Paper presented at the annual meeting of the Mid-South Educational Research Association. (ERIC Document Reproduction Service No. ED 428 074)
3.
Burgio, L.D., Whitman, T.L., & Reid, D.H. (1983). A participative management approach for improving direct-care staff performance in an institutional setting. Journal of Applied Behavior Analysis, 16, 37-53.
4.
Cantrell, R.P., Stenner, A.J., & Katzenmeyer, W.G. (1977). Teacher knowledge, attitudes, and classroom teaching correlates of student achievement. Journal of Educational Psychology, 69, 172-179.
5.
Carr, E.G., Taylor, J.C., & Robinson, S. (1991). The effects of severe behavior problems in children on the teaching behavior of adults. Journal of Applied Behavior Analysis, 24, 523-535.
6.
Deno, S.L. (1998). Academic progress as incompatible behavior: Curriculum-based measurement (CBM) as intervention. Beyond Behavior, 9(3), 12-17.
7.
Dinham, S.M., & Stritter, F.T. (1986). Research on professional education. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.; pp.952-970). New York: Macmillan .
8.
Espin, C.A., & Yell, M.L. (1994). Critical indicators of effective teaching for preservice teachers: Relationship between teaching behaviors and ratings of effectiveness. Teacher Education and Special Education, 17, 154-169.
9.
Farmer, T.W., Farmer, E.M.Z., & Gut, D.M. (1999). Implications for social development research for school-based interventions for aggressive youth with EBD. Journal of Emotional and Behavioral Disorders, 7, 130-136.
10.
Gable, R.A., Hendrickson, J.M., Young, C.C., Shores, R.E., & Stowitschek, J.J. (1983). A comparison of teacher approval and disapproval statements across categories of exceptionality. Journal of Special Education Technology, 6, 15-22.
11.
Gable, R.A., & Shores, R.E. (1980). Comparison of procedures for promoting reading proficiency of two children with behavioral and learning disorders. Behavioral Disorders, 5, 102-107.
12.
Good, T.L., & Brophy, J.E. (1994). Looking in classrooms (6th ed.). New York: HarperCollins .
13.
Gresham, F.M., Lane, K.L., MacMillan, D.L., & Bocian, K.M. (1999). Social and academic profiles of externalizing and internalizing groups: Risk factors for emotional and behavioral disorders . Behavioral Disorders, 24, 231-245.
14.
Gunter, P.L., & Coutinho, M.J. (1997). Negative reinforcement in classrooms: What we're beginning to learn. Teacher Education and Special Education, 20, 249-264.
15.
Gunter, P.L., & Denny, R.K. (1998). Trends and issues in research regarding academic instruction of students with emotional and behavioral disorders. Behavioral Disorders, 24, 44-50.
16.
Gunter, P.L., Denny, R.K., Jack, S.L., Shores, R.E., & Nelson, C.M. (1993). Aversive stimuli in academic interactions between students with serious emotional disturbance and their teachers. Behavioral Disorders, 18, 265-274.
17.
Gunter, P.L., Denny, R.K., Shores, R.E., Reed, T.M., Jack, S.L., & Nelson, C.M. (1994). Teacher escape, avoidance, and countercontrol behaviors: Potential responses to disruptive and aggressive behaviors of students with severe behavior disorders. Journal of Child and Family Studies, 3, 211-223.
18.
Gunter, P.L., Jack, S.L., Shores, R.E., Carrell, D.E., & Flowers, J. (1993). Lag sequential analysis as a tool for functional analysis of student disruptive behavior in classrooms. Journal of Emotional and Behavioral Disorders, 1, 138-148.
19.
Gunter, P.L., & Reed, T.M. (1996). Self-evaluation of instruction: A protocol for functional assessment of teaching behavior. Intervention in School and Clinic, 31, 225-230.
20.
Hasbrouck, J.E., & Christen, M.H. (1997). Providing peer-coaching in inclusive classrooms: A tool for consulting teachers. Intervention in School and Clinic, 32, 172-177.
21.
Hoover, N.L., & Carroll, R.G. (1987). Self-assessment of classroom instruction: An effective approach to inservice education. Teaching and Teacher Education , 3, 179-191.
22.
Jack, S.L., Shores, R.E., Denny, R.K., Gunter, P.L., DeBriere, T., & De-Paepe, P. (1996). An analysis of the relationship of teacher's reported use of classroom management strategies on types of interactions. Journal of BehavioralEducation, 6, 67-87.
23.
Johnston, P.H., & Afflerbach, P.A. (1983). Measuring teacher and student change in a remedial reading clinic. In J. A. Niles & L. A. Harris (Eds.), Searches for meaning in reading/language processing and instruction (pp. 304-312). Rochester, NY: National Reading Conference .
Kilbourn, B. (1991). Self-monitoring in teaching. American Educational Research Journal, 28, 721-736.
26.
Luiselli, J.K., & Downing, J.N. (1980). Improving a student's arithmetic performance using feedback and reinforcement procedures. Education and Treatment of Children, 3, 45-49.
27.
MacLean, W.E., Tapp, J.T., & Johnson, W.L. (1985). Alternative methods and software for calculating interobserver agreement for continuous observation data. Journal of Psychopathology and Behavioral Assessment, 7, 5-73.
28.
Myers, J.L., & Well, A.D. (1995). Research design and statistical analysis. Hillsdale, NJ: Erlbaum.
29.
Nowacek, E.J., McKinney, J.D., & Hallahan, D.P. (1990). Instructional behaviors of more and less effective beginning regular and special educators. Exceptional Children, 57, 140-149.
30.
Quinn, M.M., Jannasch-Pennell, A., & Rutherford, R.B. (1995). Using peers as social skills training agents for students with antisocial behavior. Preventing School Failure, 39, 26-31.
31.
Reimers, T., & Wacker, D.P. (1988). Parents' ratings of acceptability of behavioral treatment recommendations made in an outpatient clinic: A preliminary analysis of the influence of treatment effectiveness. Behavioral Disorders , 14, 7-15.
32.
Ruhl, K.L., & Berlinghoff, D.H. (1992). Research on improving behaviorally disordered students' academic performance: A review of the literature . Behavioral Disorders, 17, 178-190.
33.
Sanders, M.R., & Glynn, T. (1981). Training parents in behavioral self-management: An analysis of generalization and maintenance. Journal of Applied Behavior Analysis, 14, 223-237.
34.
Shake, M.C. (1986). Teacher interruptions during oral reading instruction: Self-monitoring as an impetus for change in corrective feedback. Remedial and Special Education, 7(5), 18-24.
35.
Shores, R.E., Gunter, P.L., & Jack, S.L. (1993). Classroom management strategies: Are they setting events for coercion?Behavioral Disorders,18, 92-102.
36.
Shores, R.E., Jack, S.L., Gunter, P.L., Ellis, D.N., DeBriere, T.J., & Wehby, J.H. (1993). Classroom interactions of children with behavior disorders. Journal of Emotional and Behavioral Disorders, 1, 27-39.
37.
Sprick, R. (1981). The solution book: A guide to classroom discipline . Chicago: Science Research Associates .
38.
Stronge, J. H. (Ed.). (1997). Evaluating teaching: A guide to current thinking and best practice. Thousand Oaks, CA: Sage.
39.
Sutherland, K.S. (2000). Promoting positive interactions between teachers and students with emotional and behavioral disorders. Preventing School Failure, 44, 110-115.
40.
Sutherland, K.S., & Wehby, J.H. (2001). Exploring the relation between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with emotional/behavioral disorders: A review. Remedial and Special Education, 22, 113-121.
41.
Sutherland, K.S., Wehby, J.H., & Copeland, S.R. (2000). Effect of varying rates of behavior specific praise on the on-task behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 8, 2-8, 26.
42.
Tapp, J., Wehby, J., & Ellis, D. (1995). A multiple option observation system for experimental studies: MOOSES. Behavior Research Methods, Instruments, and Computers, 27, 25-31.
43.
Van Acker, R., Grant, S.H., & Henry, D. (1996). Teacher and student behavior as a function of risk for aggression. Education and Treatment of Children, 19, 316-334.
44.
Walker, H.M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks-Cole.
Wehby, J.H., Symons, F.J., Canale, J.A., & Go, F.J. (1998). Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies between recommendations and observations. Behavioral Disorders, 24, 51-56.
47.
Wehby, J.H., Symons, F.J., & Shores, R.E. (1995). A descriptive analysis of aggressive behavior in classrooms for children with emotional and behavioral disorders. Behavioral Disorders, 20, 87-105.
48.
Wilson, D.B. (1996). Effect Size Determination Program [Computer software.]Nashville: Vanderbilt University .
