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You searched for subject:(behavior specific praise). Showing records 1 – 23 of 23 total matches.

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University of North Texas

1. Gibbins, Matthew. The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom.

Degree: 2013, University of North Texas

 The present study aimed to understand the relationship between the use of visual-performance feedback and its effects on behavior-specific positive praise in classrooms for students… (more)

Subjects/Keywords: Behavior-specific; positive praise

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gibbins, M. (2013). The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500008/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gibbins, Matthew. “The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom.” 2013. Thesis, University of North Texas. Accessed January 21, 2021. https://digital.library.unt.edu/ark:/67531/metadc500008/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gibbins, Matthew. “The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom.” 2013. Web. 21 Jan 2021.

Vancouver:

Gibbins M. The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom. [Internet] [Thesis]. University of North Texas; 2013. [cited 2021 Jan 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500008/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gibbins M. The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500008/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern Mississippi

2. Eaves, Ashleigh E. Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise.

Degree: MA, Psychology, 2018, University of Southern Mississippi

  The present study sought to evaluate the effects of two reinforcement contingencies on the use of behavior specific praise in the classroom setting. An… (more)

Subjects/Keywords: behavior specific praise; group contingency; teacher reinforcement

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APA (6th Edition):

Eaves, A. E. (2018). Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/354

Chicago Manual of Style (16th Edition):

Eaves, Ashleigh E. “Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise.” 2018. Masters Thesis, University of Southern Mississippi. Accessed January 21, 2021. https://aquila.usm.edu/masters_theses/354.

MLA Handbook (7th Edition):

Eaves, Ashleigh E. “Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise.” 2018. Web. 21 Jan 2021.

Vancouver:

Eaves AE. Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise. [Internet] [Masters thesis]. University of Southern Mississippi; 2018. [cited 2021 Jan 21]. Available from: https://aquila.usm.edu/masters_theses/354.

Council of Science Editors:

Eaves AE. Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise. [Masters Thesis]. University of Southern Mississippi; 2018. Available from: https://aquila.usm.edu/masters_theses/354


University of North Texas

3. Brown, Madison McMurray. Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility.

Degree: 2018, University of North Texas

Behavior-specific praise has been shown to increase rate of desired behaviors for individuals with intellectual and developmental disabilities, though it is rarely used by caregivers… (more)

Subjects/Keywords: behavior-specific praise; prompting; tactile prompting; general praise

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APA (6th Edition):

Brown, M. M. (2018). Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404625/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brown, Madison McMurray. “Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility.” 2018. Thesis, University of North Texas. Accessed January 21, 2021. https://digital.library.unt.edu/ark:/67531/metadc1404625/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brown, Madison McMurray. “Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility.” 2018. Web. 21 Jan 2021.

Vancouver:

Brown MM. Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility. [Internet] [Thesis]. University of North Texas; 2018. [cited 2021 Jan 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404625/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown MM. Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404625/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern Mississippi

4. White, Kristi. Increasing Teachers' Use of Behavior Specific Praise Via a Smart Watch.

Degree: MA, 2018, University of Southern Mississippi

  This study evaluated the effects of a teacher prompting procedure to increase teacher behavior specific praise using a Smart Watch. Participants included three Head… (more)

Subjects/Keywords: Behavior specific praise; smart watch; general praise; academically engaged behavior; disruptive behavior; School Psychology

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APA (6th Edition):

White, K. (2018). Increasing Teachers' Use of Behavior Specific Praise Via a Smart Watch. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/587

Chicago Manual of Style (16th Edition):

White, Kristi. “Increasing Teachers' Use of Behavior Specific Praise Via a Smart Watch.” 2018. Masters Thesis, University of Southern Mississippi. Accessed January 21, 2021. https://aquila.usm.edu/masters_theses/587.

MLA Handbook (7th Edition):

White, Kristi. “Increasing Teachers' Use of Behavior Specific Praise Via a Smart Watch.” 2018. Web. 21 Jan 2021.

Vancouver:

White K. Increasing Teachers' Use of Behavior Specific Praise Via a Smart Watch. [Internet] [Masters thesis]. University of Southern Mississippi; 2018. [cited 2021 Jan 21]. Available from: https://aquila.usm.edu/masters_theses/587.

Council of Science Editors:

White K. Increasing Teachers' Use of Behavior Specific Praise Via a Smart Watch. [Masters Thesis]. University of Southern Mississippi; 2018. Available from: https://aquila.usm.edu/masters_theses/587


Penn State University

5. Holroyd-Hillemeyer, Alexander V. The Effects of a Self-Monitoring Intervention on the Frequency of Teacher Praise.

Degree: 2012, Penn State University

 This study examines the relationship between a self-monitoring intervention and a special education teacher’s rate of praise and behavior specific praise. The participant, a second… (more)

Subjects/Keywords: special education; self-monitoring; praise; behavior specific praise; emotional behavioral disorders; positive behavior supports

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APA (6th Edition):

Holroyd-Hillemeyer, A. V. (2012). The Effects of a Self-Monitoring Intervention on the Frequency of Teacher Praise. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12730

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Holroyd-Hillemeyer, Alexander V. “The Effects of a Self-Monitoring Intervention on the Frequency of Teacher Praise.” 2012. Thesis, Penn State University. Accessed January 21, 2021. https://submit-etda.libraries.psu.edu/catalog/12730.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Holroyd-Hillemeyer, Alexander V. “The Effects of a Self-Monitoring Intervention on the Frequency of Teacher Praise.” 2012. Web. 21 Jan 2021.

Vancouver:

Holroyd-Hillemeyer AV. The Effects of a Self-Monitoring Intervention on the Frequency of Teacher Praise. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Jan 21]. Available from: https://submit-etda.libraries.psu.edu/catalog/12730.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holroyd-Hillemeyer AV. The Effects of a Self-Monitoring Intervention on the Frequency of Teacher Praise. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/12730

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Eastern Illinois University

6. Yehling, Zachary. Middle School and High School Educators’ Knowledge and Acceptability of Praise.

Degree: Specialist in School Psychology, Psychology, 2020, Eastern Illinois University

Praise is a simple strategy, that when used correctly reduces student inappropriate behavior. Furthermore, praise is a key strategy used within the School-wide Positive… (more)

Subjects/Keywords: acceptability of praise; behavior educator training; classroom management; praise knowledge; specific praise; Child Psychology; Psychology; School Psychology; Social and Behavioral Sciences

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APA (6th Edition):

Yehling, Z. (2020). Middle School and High School Educators’ Knowledge and Acceptability of Praise. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4784

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yehling, Zachary. “Middle School and High School Educators’ Knowledge and Acceptability of Praise.” 2020. Thesis, Eastern Illinois University. Accessed January 21, 2021. https://thekeep.eiu.edu/theses/4784.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yehling, Zachary. “Middle School and High School Educators’ Knowledge and Acceptability of Praise.” 2020. Web. 21 Jan 2021.

Vancouver:

Yehling Z. Middle School and High School Educators’ Knowledge and Acceptability of Praise. [Internet] [Thesis]. Eastern Illinois University; 2020. [cited 2021 Jan 21]. Available from: https://thekeep.eiu.edu/theses/4784.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yehling Z. Middle School and High School Educators’ Knowledge and Acceptability of Praise. [Thesis]. Eastern Illinois University; 2020. Available from: https://thekeep.eiu.edu/theses/4784

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern Mississippi

7. Lown, Elizabeth. The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers.

Degree: MS, Psychology, 2017, University of Southern Mississippi

  A number of studies have found behavior specific praise to be effective in increasing academically engaged behaviors and decreasing disruptive behaviors of students. The… (more)

Subjects/Keywords: Increasing Behavior Specific Praise in Head Start; Child Psychology; School Psychology

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APA (6th Edition):

Lown, E. (2017). The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/594

Chicago Manual of Style (16th Edition):

Lown, Elizabeth. “The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers.” 2017. Masters Thesis, University of Southern Mississippi. Accessed January 21, 2021. https://aquila.usm.edu/masters_theses/594.

MLA Handbook (7th Edition):

Lown, Elizabeth. “The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers.” 2017. Web. 21 Jan 2021.

Vancouver:

Lown E. The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers. [Internet] [Masters thesis]. University of Southern Mississippi; 2017. [cited 2021 Jan 21]. Available from: https://aquila.usm.edu/masters_theses/594.

Council of Science Editors:

Lown E. The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers. [Masters Thesis]. University of Southern Mississippi; 2017. Available from: https://aquila.usm.edu/masters_theses/594


University of South Florida

8. Rhodes, Emily. The Use of Behavior Specific Praise and the Caught Being Good Game to Improve Class-Wide Behavior.

Degree: 2014, University of South Florida

 This study evaluated the relative contributions of behavior specific praise statements (BSPS) and the Caught Being Good Game (CBGG) on class-wide appropriate behaviors and examined… (more)

Subjects/Keywords: behavior specific praise; caught being good game; good behavior game; Behavioral Disciplines and Activities

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APA (6th Edition):

Rhodes, E. (2014). The Use of Behavior Specific Praise and the Caught Being Good Game to Improve Class-Wide Behavior. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5296

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rhodes, Emily. “The Use of Behavior Specific Praise and the Caught Being Good Game to Improve Class-Wide Behavior.” 2014. Thesis, University of South Florida. Accessed January 21, 2021. https://scholarcommons.usf.edu/etd/5296.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rhodes, Emily. “The Use of Behavior Specific Praise and the Caught Being Good Game to Improve Class-Wide Behavior.” 2014. Web. 21 Jan 2021.

Vancouver:

Rhodes E. The Use of Behavior Specific Praise and the Caught Being Good Game to Improve Class-Wide Behavior. [Internet] [Thesis]. University of South Florida; 2014. [cited 2021 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/5296.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rhodes E. The Use of Behavior Specific Praise and the Caught Being Good Game to Improve Class-Wide Behavior. [Thesis]. University of South Florida; 2014. Available from: https://scholarcommons.usf.edu/etd/5296

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

9. Markelz, Andrew Michael. EFFECTS OF ELECTRONIC TACTILE AWARENESS PROMPTING WITH SELF-MONITORING ON TEACHERS’ USE OF BEHAVIOR SPECIFIC PRAISE.

Degree: 2018, Penn State University

 Effectively managing a classroom is critical in promoting positive student outcomes. Regardless of research suggesting a correlation between the two, teachers report feeling unprepared to… (more)

Subjects/Keywords: educational technology; teacher preparation; classroom management; tactile prompting; self-monitoring; behavior specific praise

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APA (6th Edition):

Markelz, A. M. (2018). EFFECTS OF ELECTRONIC TACTILE AWARENESS PROMPTING WITH SELF-MONITORING ON TEACHERS’ USE OF BEHAVIOR SPECIFIC PRAISE. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15431amm656

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Markelz, Andrew Michael. “EFFECTS OF ELECTRONIC TACTILE AWARENESS PROMPTING WITH SELF-MONITORING ON TEACHERS’ USE OF BEHAVIOR SPECIFIC PRAISE.” 2018. Thesis, Penn State University. Accessed January 21, 2021. https://submit-etda.libraries.psu.edu/catalog/15431amm656.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Markelz, Andrew Michael. “EFFECTS OF ELECTRONIC TACTILE AWARENESS PROMPTING WITH SELF-MONITORING ON TEACHERS’ USE OF BEHAVIOR SPECIFIC PRAISE.” 2018. Web. 21 Jan 2021.

Vancouver:

Markelz AM. EFFECTS OF ELECTRONIC TACTILE AWARENESS PROMPTING WITH SELF-MONITORING ON TEACHERS’ USE OF BEHAVIOR SPECIFIC PRAISE. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 21]. Available from: https://submit-etda.libraries.psu.edu/catalog/15431amm656.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Markelz AM. EFFECTS OF ELECTRONIC TACTILE AWARENESS PROMPTING WITH SELF-MONITORING ON TEACHERS’ USE OF BEHAVIOR SPECIFIC PRAISE. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15431amm656

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Bloodsaw, Janet. The Effects of Teacher Administered Behavior-Specific Praise on Promoting Positive Behavior in Students.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2011, Kent State University

 Recognized as one of the most powerful education reform initiatives in the past decade, the No Child Left Behind Act (2001) was signed into law… (more)

Subjects/Keywords: Special Education; behavior-specific praise

…6 Behavior-Specific Praise… …213 Ratio of Reprimands to Behavior-Specific Praise Statements Observed for all Three… …Percentage of behavior-specific praise statements administered by Samantha‘s teacher across… …behavior-specific praise statements administered by Samantha‘s teacher across baseline and… …192 48. Percentage of behavior-specific praise statements administered by Samantha‘s teacher… 

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APA (6th Edition):

Bloodsaw, J. (2011). The Effects of Teacher Administered Behavior-Specific Praise on Promoting Positive Behavior in Students. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1321353345

Chicago Manual of Style (16th Edition):

Bloodsaw, Janet. “The Effects of Teacher Administered Behavior-Specific Praise on Promoting Positive Behavior in Students.” 2011. Doctoral Dissertation, Kent State University. Accessed January 21, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1321353345.

MLA Handbook (7th Edition):

Bloodsaw, Janet. “The Effects of Teacher Administered Behavior-Specific Praise on Promoting Positive Behavior in Students.” 2011. Web. 21 Jan 2021.

Vancouver:

Bloodsaw J. The Effects of Teacher Administered Behavior-Specific Praise on Promoting Positive Behavior in Students. [Internet] [Doctoral dissertation]. Kent State University; 2011. [cited 2021 Jan 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1321353345.

Council of Science Editors:

Bloodsaw J. The Effects of Teacher Administered Behavior-Specific Praise on Promoting Positive Behavior in Students. [Doctoral Dissertation]. Kent State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1321353345


Oklahoma State University

11. Hughes, Kellen. Effect of Classroom Management Strategies on Math Fluency Growth Rate.

Degree: Education (all programs), 2014, Oklahoma State University

 A classroom management intervention consisting of providing effective commands and behavior-specific praise statements was implemented in four first-grade general education classrooms. The effects of this… (more)

Subjects/Keywords: behavior-specific praise statements; classroom management; early childhood; effective commands; learning; math fluency

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APA (6th Edition):

Hughes, K. (2014). Effect of Classroom Management Strategies on Math Fluency Growth Rate. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/14895

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hughes, Kellen. “Effect of Classroom Management Strategies on Math Fluency Growth Rate.” 2014. Thesis, Oklahoma State University. Accessed January 21, 2021. http://hdl.handle.net/11244/14895.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hughes, Kellen. “Effect of Classroom Management Strategies on Math Fluency Growth Rate.” 2014. Web. 21 Jan 2021.

Vancouver:

Hughes K. Effect of Classroom Management Strategies on Math Fluency Growth Rate. [Internet] [Thesis]. Oklahoma State University; 2014. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/11244/14895.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hughes K. Effect of Classroom Management Strategies on Math Fluency Growth Rate. [Thesis]. Oklahoma State University; 2014. Available from: http://hdl.handle.net/11244/14895

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stockholm University

12. Strømlid, Caroline. Effects of Behavior Specific Praise Statements. : Teaching three teachers to use BSPS in class.

Degree: Psychology, 2019, Stockholm University

  Being a teacher is not an easy job. There is an increased emphasis on evidence-based methods. Teacher praise is an effective classroom management tool.… (more)

Subjects/Keywords: School; Applied Behavior Analysis; Behavior Specific Praise Statements; Positive Behavior Support; Single-subject design; Psychology; Psykologi

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APA (6th Edition):

Strømlid, C. (2019). Effects of Behavior Specific Praise Statements. : Teaching three teachers to use BSPS in class. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170704

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Strømlid, Caroline. “Effects of Behavior Specific Praise Statements. : Teaching three teachers to use BSPS in class.” 2019. Thesis, Stockholm University. Accessed January 21, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170704.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Strømlid, Caroline. “Effects of Behavior Specific Praise Statements. : Teaching three teachers to use BSPS in class.” 2019. Web. 21 Jan 2021.

Vancouver:

Strømlid C. Effects of Behavior Specific Praise Statements. : Teaching three teachers to use BSPS in class. [Internet] [Thesis]. Stockholm University; 2019. [cited 2021 Jan 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170704.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Strømlid C. Effects of Behavior Specific Praise Statements. : Teaching three teachers to use BSPS in class. [Thesis]. Stockholm University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170704

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Kentucky

13. Sukovskyy, Yevheniy. TEACHER TRAINING IN OPPORTUNITIES TO RESPOND AND POSITIVE FEEDBACK: EFFECTS ON STUDENT ENGAGEMENT.

Degree: 2014, University of Kentucky

 This study investigated the impact of a brief teacher training combined with use of a MotivAider that sought to simultaneously manipulate rate of opportunity to… (more)

Subjects/Keywords: opportunity to respond; performance feedback; on-task behavior; behavior specific praise; correction; MotivAider; Applied Behavior Analysis; Special Education and Teaching

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APA (6th Edition):

Sukovskyy, Y. (2014). TEACHER TRAINING IN OPPORTUNITIES TO RESPOND AND POSITIVE FEEDBACK: EFFECTS ON STUDENT ENGAGEMENT. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/9

Chicago Manual of Style (16th Edition):

Sukovskyy, Yevheniy. “TEACHER TRAINING IN OPPORTUNITIES TO RESPOND AND POSITIVE FEEDBACK: EFFECTS ON STUDENT ENGAGEMENT.” 2014. Masters Thesis, University of Kentucky. Accessed January 21, 2021. https://uknowledge.uky.edu/edsrc_etds/9.

MLA Handbook (7th Edition):

Sukovskyy, Yevheniy. “TEACHER TRAINING IN OPPORTUNITIES TO RESPOND AND POSITIVE FEEDBACK: EFFECTS ON STUDENT ENGAGEMENT.” 2014. Web. 21 Jan 2021.

Vancouver:

Sukovskyy Y. TEACHER TRAINING IN OPPORTUNITIES TO RESPOND AND POSITIVE FEEDBACK: EFFECTS ON STUDENT ENGAGEMENT. [Internet] [Masters thesis]. University of Kentucky; 2014. [cited 2021 Jan 21]. Available from: https://uknowledge.uky.edu/edsrc_etds/9.

Council of Science Editors:

Sukovskyy Y. TEACHER TRAINING IN OPPORTUNITIES TO RESPOND AND POSITIVE FEEDBACK: EFFECTS ON STUDENT ENGAGEMENT. [Masters Thesis]. University of Kentucky; 2014. Available from: https://uknowledge.uky.edu/edsrc_etds/9


University of Kentucky

14. Gorton, Kathryn. EFFECTS OF ELECTRONIC FEEDBACK ON INCREASING POSITIVE INTERACTIONS AMONG PRE-SCHOOL TEACHERS AND THEIR STUDENTS.

Degree: 2017, University of Kentucky

 The purpose of this study was to examine the effects of e-mail specific performance feedback (ESPF) on increasing the quantity and quality of pre-school teacher… (more)

Subjects/Keywords: E-mail performance feedback; teacher training; praise statements; behavior specific praise; voice inflection; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gorton, K. (2017). EFFECTS OF ELECTRONIC FEEDBACK ON INCREASING POSITIVE INTERACTIONS AMONG PRE-SCHOOL TEACHERS AND THEIR STUDENTS. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/47

Chicago Manual of Style (16th Edition):

Gorton, Kathryn. “EFFECTS OF ELECTRONIC FEEDBACK ON INCREASING POSITIVE INTERACTIONS AMONG PRE-SCHOOL TEACHERS AND THEIR STUDENTS.” 2017. Masters Thesis, University of Kentucky. Accessed January 21, 2021. https://uknowledge.uky.edu/edsrc_etds/47.

MLA Handbook (7th Edition):

Gorton, Kathryn. “EFFECTS OF ELECTRONIC FEEDBACK ON INCREASING POSITIVE INTERACTIONS AMONG PRE-SCHOOL TEACHERS AND THEIR STUDENTS.” 2017. Web. 21 Jan 2021.

Vancouver:

Gorton K. EFFECTS OF ELECTRONIC FEEDBACK ON INCREASING POSITIVE INTERACTIONS AMONG PRE-SCHOOL TEACHERS AND THEIR STUDENTS. [Internet] [Masters thesis]. University of Kentucky; 2017. [cited 2021 Jan 21]. Available from: https://uknowledge.uky.edu/edsrc_etds/47.

Council of Science Editors:

Gorton K. EFFECTS OF ELECTRONIC FEEDBACK ON INCREASING POSITIVE INTERACTIONS AMONG PRE-SCHOOL TEACHERS AND THEIR STUDENTS. [Masters Thesis]. University of Kentucky; 2017. Available from: https://uknowledge.uky.edu/edsrc_etds/47


West Virginia University

15. Loomis, David L. Instructional Package to Promote Early Educators’ Use of Behavior-Specific Praise.

Degree: MA, Learning Sciences and Human Development, 2018, West Virginia University

Subjects/Keywords: behavior-specific praise; self-monitoring; early education; professional development

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APA (6th Edition):

Loomis, D. L. (2018). Instructional Package to Promote Early Educators’ Use of Behavior-Specific Praise. (Thesis). West Virginia University. Retrieved from https://doi.org/10.33915/etd.7208 ; https://researchrepository.wvu.edu/etd/7208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Loomis, David L. “Instructional Package to Promote Early Educators’ Use of Behavior-Specific Praise.” 2018. Thesis, West Virginia University. Accessed January 21, 2021. https://doi.org/10.33915/etd.7208 ; https://researchrepository.wvu.edu/etd/7208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Loomis, David L. “Instructional Package to Promote Early Educators’ Use of Behavior-Specific Praise.” 2018. Web. 21 Jan 2021.

Vancouver:

Loomis DL. Instructional Package to Promote Early Educators’ Use of Behavior-Specific Praise. [Internet] [Thesis]. West Virginia University; 2018. [cited 2021 Jan 21]. Available from: https://doi.org/10.33915/etd.7208 ; https://researchrepository.wvu.edu/etd/7208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Loomis DL. Instructional Package to Promote Early Educators’ Use of Behavior-Specific Praise. [Thesis]. West Virginia University; 2018. Available from: https://doi.org/10.33915/etd.7208 ; https://researchrepository.wvu.edu/etd/7208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brigham Young University

16. Thompson, Michele T. Effects of Tiered Training on General Education Teachers' Use of Specific Praise.

Degree: MS, 2011, Brigham Young University

 Research suggests a compelling correlation between teacher behavior and effective learning environments (Sutherland & Morgan, 2003; Brophy & Good, 1986). Focusing on the evidence-based teaching… (more)

Subjects/Keywords: behavior-specific praise; response to intervention; faculty peer coaching; video self-monitoring; professional development; Counseling Psychology; Special Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Thompson, M. T. (2011). Effects of Tiered Training on General Education Teachers' Use of Specific Praise. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4077&context=etd

Chicago Manual of Style (16th Edition):

Thompson, Michele T. “Effects of Tiered Training on General Education Teachers' Use of Specific Praise.” 2011. Masters Thesis, Brigham Young University. Accessed January 21, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4077&context=etd.

MLA Handbook (7th Edition):

Thompson, Michele T. “Effects of Tiered Training on General Education Teachers' Use of Specific Praise.” 2011. Web. 21 Jan 2021.

Vancouver:

Thompson MT. Effects of Tiered Training on General Education Teachers' Use of Specific Praise. [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2021 Jan 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4077&context=etd.

Council of Science Editors:

Thompson MT. Effects of Tiered Training on General Education Teachers' Use of Specific Praise. [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4077&context=etd


George Mason University

17. Zhang, Dorothy Xuan. Engaging Special Education Teachers in Data-Driven Decision-Making Through the Use of the KIHd System Effects on Teachers' Use of Evidence-Based Strategies .

Degree: 2015, George Mason University

 Collecting data, making instructional decisions based on data, and implementing evidence-based classroom management and instructional strategies are all important skills for teachers to exercise. However,… (more)

Subjects/Keywords: Educational psychology; Behavior Specific Praise; Data-Driven Decision Making; Evidence-based practices; Opportunity to Respond; Self-monitoring

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zhang, D. X. (2015). Engaging Special Education Teachers in Data-Driven Decision-Making Through the Use of the KIHd System Effects on Teachers' Use of Evidence-Based Strategies . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9672

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zhang, Dorothy Xuan. “Engaging Special Education Teachers in Data-Driven Decision-Making Through the Use of the KIHd System Effects on Teachers' Use of Evidence-Based Strategies .” 2015. Thesis, George Mason University. Accessed January 21, 2021. http://hdl.handle.net/1920/9672.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zhang, Dorothy Xuan. “Engaging Special Education Teachers in Data-Driven Decision-Making Through the Use of the KIHd System Effects on Teachers' Use of Evidence-Based Strategies .” 2015. Web. 21 Jan 2021.

Vancouver:

Zhang DX. Engaging Special Education Teachers in Data-Driven Decision-Making Through the Use of the KIHd System Effects on Teachers' Use of Evidence-Based Strategies . [Internet] [Thesis]. George Mason University; 2015. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1920/9672.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zhang DX. Engaging Special Education Teachers in Data-Driven Decision-Making Through the Use of the KIHd System Effects on Teachers' Use of Evidence-Based Strategies . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/9672

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Politte, Jordan Christopher. Increasing Rates of Specific Praise and OTR Provided by Para-educators in Special Education Classrooms.

Degree: MSin Education in Special Education, Counseling, Leadership, and Special Education, 2015, Missouri State University

 Increasing behavior specific praise and the opportunities to respond (OTR) in a classroom increases the likelihood that students will engage in learning activities and socially… (more)

Subjects/Keywords: behavior specific praise; self-evaluation; opportunities to respond; para-educator training; autism; Special Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Politte, J. C. (2015). Increasing Rates of Specific Praise and OTR Provided by Para-educators in Special Education Classrooms. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/1554

Chicago Manual of Style (16th Edition):

Politte, Jordan Christopher. “Increasing Rates of Specific Praise and OTR Provided by Para-educators in Special Education Classrooms.” 2015. Masters Thesis, Missouri State University. Accessed January 21, 2021. https://bearworks.missouristate.edu/theses/1554.

MLA Handbook (7th Edition):

Politte, Jordan Christopher. “Increasing Rates of Specific Praise and OTR Provided by Para-educators in Special Education Classrooms.” 2015. Web. 21 Jan 2021.

Vancouver:

Politte JC. Increasing Rates of Specific Praise and OTR Provided by Para-educators in Special Education Classrooms. [Internet] [Masters thesis]. Missouri State University; 2015. [cited 2021 Jan 21]. Available from: https://bearworks.missouristate.edu/theses/1554.

Council of Science Editors:

Politte JC. Increasing Rates of Specific Praise and OTR Provided by Para-educators in Special Education Classrooms. [Masters Thesis]. Missouri State University; 2015. Available from: https://bearworks.missouristate.edu/theses/1554


University of Arkansas

19. Speight, Dana Renee. Impact of the Implementation of Class-Wide Function-related Intervention Teams on Adolescent Student Behavior.

Degree: PhD, 2018, University of Arkansas

  Disproportionality in discipline has been well-documented in the research literature (Achilles, McLaughlin, & Croninger, 2007; Losen & Gillespie, 2012; Gregory, Skiba, & Mediratta, 2017;… (more)

Subjects/Keywords: Behavior Specific Praise; Group Contingency; Inclusion Classrooms; Positive Behavior Interventions and Supports; Student On-Task; Educational Assessment, Evaluation, and Research; Special Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Speight, D. R. (2018). Impact of the Implementation of Class-Wide Function-related Intervention Teams on Adolescent Student Behavior. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2924

Chicago Manual of Style (16th Edition):

Speight, Dana Renee. “Impact of the Implementation of Class-Wide Function-related Intervention Teams on Adolescent Student Behavior.” 2018. Doctoral Dissertation, University of Arkansas. Accessed January 21, 2021. https://scholarworks.uark.edu/etd/2924.

MLA Handbook (7th Edition):

Speight, Dana Renee. “Impact of the Implementation of Class-Wide Function-related Intervention Teams on Adolescent Student Behavior.” 2018. Web. 21 Jan 2021.

Vancouver:

Speight DR. Impact of the Implementation of Class-Wide Function-related Intervention Teams on Adolescent Student Behavior. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2021 Jan 21]. Available from: https://scholarworks.uark.edu/etd/2924.

Council of Science Editors:

Speight DR. Impact of the Implementation of Class-Wide Function-related Intervention Teams on Adolescent Student Behavior. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2924

20. Barry, Colleen M. Professional Development with Video Modeling: Effects on Behavior Specific Praise in General Education Classrooms .

Degree: 2016, George Mason University

 Federal mandates require teachers to implement evidence-based strategies in their classrooms; however, due to gaps between research and practice, these evidence-based practices are inconsistently implemented… (more)

Subjects/Keywords: Education; Behavioral sciences; Special education; behavior specific praise statements; general education; integrity; professional development; video modeling

…ABA Behavior Specific Praise Statements… …implementation of behavior specific praise statements (BSPS) in their classrooms. Eight… …incorporating video modeling increases the rate of elementary educator’s behavior specific praise… …Behavior Specific Praise Statements (BSPS) BSPS are defined as audible, specific, and… …SPECIFIC PRAISE IN GENERAL EDUCATION CLASSROOMS Colleen Barry, Ph.D. George Mason University… 

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APA (6th Edition):

Barry, C. M. (2016). Professional Development with Video Modeling: Effects on Behavior Specific Praise in General Education Classrooms . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10435

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Barry, Colleen M. “Professional Development with Video Modeling: Effects on Behavior Specific Praise in General Education Classrooms .” 2016. Thesis, George Mason University. Accessed January 21, 2021. http://hdl.handle.net/1920/10435.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Barry, Colleen M. “Professional Development with Video Modeling: Effects on Behavior Specific Praise in General Education Classrooms .” 2016. Web. 21 Jan 2021.

Vancouver:

Barry CM. Professional Development with Video Modeling: Effects on Behavior Specific Praise in General Education Classrooms . [Internet] [Thesis]. George Mason University; 2016. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1920/10435.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Barry CM. Professional Development with Video Modeling: Effects on Behavior Specific Praise in General Education Classrooms . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10435

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Stuckey, Adrienne. High School Special Education Teachers' Use Of Positive Behavior Supports: Effects of a Behavior Prompting Routine on Specific Praise Rates.

Degree: PhD, Educational Psychology and Special Education, 2015, Georgia State University

  Teaching class-wide behavior expectations and using specific praise (SP) are common components of positive behavior supports and are considered light behavior management strategies that… (more)

Subjects/Keywords: Class-wide behavior prompting; Positive behavior support; Behavior specific praise; High school; High-incidence disabilities; Special education

…support; Behavior specific praise; High school; High-incidence disabilities; Special education… …BEHAVIOR PROMPTING ROUTINE ON SPECIFIC PRAISE RATES by ADRIENNE ANDERSON STUCKEY A… …VIII 1 CLASS-WIDE BEHAVIOR EXPECTATIONS AND TEACHER USE OF SPECIFIC PRAISE: A REVIEW OF THE… …PROMPTING ROUTINE FOR CLASS WIDE BEHAVIOR EXPECTATIONS ON TEACHER SPECIFIC PRAISE… …94 viii 1 1 CLASS-WIDE BEHAVIOR EXPECTATIONS AND TEACHER USE OF SPECIFIC PRAISE: A… 

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APA (6th Edition):

Stuckey, A. (2015). High School Special Education Teachers' Use Of Positive Behavior Supports: Effects of a Behavior Prompting Routine on Specific Praise Rates. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/105

Chicago Manual of Style (16th Edition):

Stuckey, Adrienne. “High School Special Education Teachers' Use Of Positive Behavior Supports: Effects of a Behavior Prompting Routine on Specific Praise Rates.” 2015. Doctoral Dissertation, Georgia State University. Accessed January 21, 2021. https://scholarworks.gsu.edu/epse_diss/105.

MLA Handbook (7th Edition):

Stuckey, Adrienne. “High School Special Education Teachers' Use Of Positive Behavior Supports: Effects of a Behavior Prompting Routine on Specific Praise Rates.” 2015. Web. 21 Jan 2021.

Vancouver:

Stuckey A. High School Special Education Teachers' Use Of Positive Behavior Supports: Effects of a Behavior Prompting Routine on Specific Praise Rates. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2021 Jan 21]. Available from: https://scholarworks.gsu.edu/epse_diss/105.

Council of Science Editors:

Stuckey A. High School Special Education Teachers' Use Of Positive Behavior Supports: Effects of a Behavior Prompting Routine on Specific Praise Rates. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/epse_diss/105

22. Holt, Ashley King. Training Teachers of Children with Moderate to Severe Disabilities to Contingently Respond to Child-Initiated Socially-Desirable Behaviors During Centers.

Degree: PhD, Educational Studies, 2019, University of South Carolina

  Teachers of young children with moderate to severe disabilities may have insufficient training in implementing naturalistic instructional practices based in evidence. Behavior Specific Praise(more)

Subjects/Keywords: Education; Special Education and Teaching; behavior specific praise; incidental teaching; behavior skills training; emailed performance feedback; teacher; children with disabilities

…instructional approaches, Incidental Teaching and Behavior Specific Praise (BSP). The… …and Behavior Specific Praise. Incidental Teaching. Incidental Teaching was first clarified… …x29; report that it is a simple EBP to train others to implement. Behavior Specific Praise… …Armstrong, 1968). Components. Behavior Specific Praise (BSP) is a teacher… …Specific Praise (BSP). Both teaching strategies have been identified as EBPs with… 

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APA (6th Edition):

Holt, A. K. (2019). Training Teachers of Children with Moderate to Severe Disabilities to Contingently Respond to Child-Initiated Socially-Desirable Behaviors During Centers. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5387

Chicago Manual of Style (16th Edition):

Holt, Ashley King. “Training Teachers of Children with Moderate to Severe Disabilities to Contingently Respond to Child-Initiated Socially-Desirable Behaviors During Centers.” 2019. Doctoral Dissertation, University of South Carolina. Accessed January 21, 2021. https://scholarcommons.sc.edu/etd/5387.

MLA Handbook (7th Edition):

Holt, Ashley King. “Training Teachers of Children with Moderate to Severe Disabilities to Contingently Respond to Child-Initiated Socially-Desirable Behaviors During Centers.” 2019. Web. 21 Jan 2021.

Vancouver:

Holt AK. Training Teachers of Children with Moderate to Severe Disabilities to Contingently Respond to Child-Initiated Socially-Desirable Behaviors During Centers. [Internet] [Doctoral dissertation]. University of South Carolina; 2019. [cited 2021 Jan 21]. Available from: https://scholarcommons.sc.edu/etd/5387.

Council of Science Editors:

Holt AK. Training Teachers of Children with Moderate to Severe Disabilities to Contingently Respond to Child-Initiated Socially-Desirable Behaviors During Centers. [Doctoral Dissertation]. University of South Carolina; 2019. Available from: https://scholarcommons.sc.edu/etd/5387

23. Meyer, Kari L. Utilizing Incentives to Increase Teacher Praise.

Degree: Specialist in School Psychology, School Psychology, 2017, Eastern Illinois University

  An ABA single-subject research design was used in examining the effect on school staff's written praise and student behavior when staff were provided with… (more)

Subjects/Keywords: Positive Behavior Intervention and Supports (PBIS); behavior specific praise (BSP); at-risk students; teacher training; school staff training; teacher/school staff incentives; School Psychology

behavior specific praise (BSP), at-risk students, office discipline referrals (… …i.e., written behavior specific praise notes) increased rates of behavior specific… …x29; and behavior-specific praise (BSP; Brophy, 1981). A GP statement is one that… …praising students at-risk for behavior problems increase the number of behavior specific praise… …examining the effect on school staff's written praise and student behavior when staff were… 

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APA (6th Edition):

Meyer, K. L. (2017). Utilizing Incentives to Increase Teacher Praise. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/2701

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Meyer, Kari L. “Utilizing Incentives to Increase Teacher Praise.” 2017. Thesis, Eastern Illinois University. Accessed January 21, 2021. https://thekeep.eiu.edu/theses/2701.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Meyer, Kari L. “Utilizing Incentives to Increase Teacher Praise.” 2017. Web. 21 Jan 2021.

Vancouver:

Meyer KL. Utilizing Incentives to Increase Teacher Praise. [Internet] [Thesis]. Eastern Illinois University; 2017. [cited 2021 Jan 21]. Available from: https://thekeep.eiu.edu/theses/2701.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Meyer KL. Utilizing Incentives to Increase Teacher Praise. [Thesis]. Eastern Illinois University; 2017. Available from: https://thekeep.eiu.edu/theses/2701

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.