This study investigated effects of an audiotape self evaluation intervention on the instructional behavior of three student teacher interns in classrooms for students with various developmental disabilities. A multiple baseline design was used to evaluate of the intervention. Results indicated a positive effect on all interns’ use of specific social praise. Generalization probes indicated two of three interns increased their use of specific social praise in non-targeted content areas. Maintenance probes indicated all interns’ average use of specific social praise was well above baseline. Implications for teacher educators and classroom teachers of students with developmental disabilities are discussed.
AirasianP. W.GullicksonA. R.HahnL.FarlandD.Teachers’ self assessment: The literature in perspectiveOffice of Educational Research and Improvement, U.S. Department of EducationWashington, DC1995Report submitted to the Office of Research
3.
AlbertoP. A.TroutmanA. C.Applied behavior analysis for teachersPrentice HallUpper Saddle River, NJ2003
4.
BaerD. M.WolfeM. M.RisleyT.Current dimensions of applied behavior analysisJournal of Applied Behavior Analysis191–971968
5.
BeamanR.WheldallK.The use of approval and disapproval in the classroomEducational Psychology20431–4462000
6.
BradyM. P.TaylorR. D.Instructional consequences in mainstream middle school classes: Reinforcement and correctionsRemedial and Special Education10231–361989
7.
BriggsL. D.RichardsonW. D.SefzikW. P.Comparing supervising teacher ratings and student teacher self-ratings of elementary student teaching106150–1591986
8.
BrophyJ. E.Teacher praise: A functional analysisReview of Educational Research5115–321981
9.
BuchananD.JacksonS.Supporting self-evaluation in initial teacher educationScottish Educational Review30110–1241998
10.
BullardB.Teacher self-evaluation Paper presented at the annual meeting of the Mid-South Educational Research Association (ERIC Document Reproduction Service No. ED4280741998, November
11.
EmmerE. T.Praise and the instructional processJournal of Classroom Interaction2332–391988
12.
EnglertC. S.Effective direct instruction practices in special education settingsRemedial and Special Education538–471984
13.
FreibergH. J.WaxmanH. C.CliftR.HoustonW.PugachM.Reflection and the acquisition of technical teaching skillsEncouraging reflective practice in educationTeachers College PressNew York119–1371990
14.
GableR. A.HendricksonJ. M.YoungC. C.ShoresR. E.StowitschekJ. J.A comparison of teacher approval and disapproval statements across categories of exceptionalityJournal of Special Education Technology615–221983
15.
GreisN.Self evaluation in practice teachingForeign Language Annals19231–2361986
16.
GriffinC. C.KilgoreK. L.Framing the problem of practice: The effects of self-assessment in a study of special education students’ internshipsTeacher Education and Special Education1856–711995
17.
GunterP. L.CoutinhoM. J.Negative reinforcement in classrooms: What we're beginning to learnTeacher Education and Special Education20249–2641997
18.
GunterP. L.ReedT. M.Self-evaluation of instruction: A protocol for functional assessment of teaching behaviorIntervention in School and Clinic31225–2301996
19.
GuytonE.McintyreD. J.HoustonW. R.Student teaching and school experiencesHandbook of research on teacher educationMacmillanNew York514–5341990
20.
HancockD. R.Impact of verbal praise on college students’ time spent on homework93384–3892000
21.
KaganD. M.TippensD. J.Helping interns attend to student cuesThe Elementary School Journal, The Elementary School91343–3561991
22.
KilbournB.Self-monitoring in teachingAmerican Education Research Journal28721–7361991
23.
McdougallD.BradyM. P.Initiating and fading self management interventions to increase math fluency in general education classesExceptional Children64151–1661998
24.
RichardsS. B.TaylorR. L.RamasamyR.RichardsS. B.Single subject research: Applications in educational and clinical settings. San Diego: Singular.1999
25.
SpeerW., & ZoellickC. (1974). Self-evaluation: Developing the skill. Prepared under the sponsorship of the Academic Affairs Conference of Midwestern Universities and the Chicago Consortium of Colleges and Universities. (ERIC Document Reproduction Service No. ED249182)
26.
StrongeJ. H. (1997). Evaluating teaching: A guide to current thinking and best practice. Thousand Oaks, CA: Corwin Press.
27.
SutherlandK. S. (2000). Effects of self-evaluation on rates of teacher behaviors in classrooms for student with emotional and behavioral disorders. Dissertation Abstracts International, 61, (11), 4340 (UMI No. 9996222).
28.
SutherlandK. S., & WehbyJ. H. (2001). The effect of self-evaluation on teaching behavior in classrooms for students with emotional and behavioral disorders. Journal of Special Education, 35, 161–171.
29.
SutherlandK. S., WehbyJ. H., & CopelandS. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8, 2–8.
30.
SutherlandK. S., WehbyJ. H., & YoderP. J. (2002). Examination of the relationship between teacher praise and opportunities for students with EBD to respond to academic requests. Journal of Emotional and Behavioral Disorders, 10, 5–13.
31.
VanAcker R., GrantS. H., & HenryD. (1996). Teacher and student behavior as a function of risk for aggression. Education and Treatment of Children, 19, 316–334.
32.
WehbyJ. H., SymonsF. J., & ShoresR. E. (1995). A descriptive analysis of aggressive behavior in classrooms for children with emotional and behavioral disorders. Behavioral Disorders, 20, 87–105.
33.
WheelerA. E., & KnoopH. R. (1982). Self, teacher, and faculty assessments of student teacher education. Journal of Educational Research, 75, 178–191.
34.
WhiteO., & HaringN. (1980). Exceptional teaching (2nd ed.). Columbus, OH: Charles E. Merrill.
35.
WrightM. R. (1998). The effects of video-based teacher self-evaluation on teacher instructional performance. Unpublished doctoral dissertation, University of South Alabama.
