Mount Saint Vincent University.
J Appl Behav Anal. 1975 Summer;8(2):197-201. doi: 10.1901/jaba.1975.8-197.
The effects of automated cueing on teacher praise rate was investigated in one special, one fourth-, and one seventh-grade classroom. After establishing baseline praise rates in each of the three classrooms, two methods for increasing teacher praise rate were introduced according to a multiple-baseline design. During the first phase, two teachers were instructed to count and graph their praise rate during each session. All teachers received auditory cues to prompt praising during another phase. In all cases, introduction of cues markedly increased teacher praise rates, but self-recording was relatively ineffective. An analysis of teacher-praise distributions showed that cues closely controlled teacher praise for two of the three teachers.
本研究调查了自动提示对教师表扬率的影响，分别在一个特殊教育班级、一个四年级班级和一个七年级班级进行。在三个班级中分别建立表扬率基线后，采用多基线设计引入了两种提高教师表扬率的方法。在第一阶段，两位教师被指导在每次会议期间计数并记录他们的表扬率。在另一阶段，所有教师都收到了听觉提示以提示表扬。在所有情况下，引入提示都显著提高了教师的表扬率，但自我记录的效果相对较差。对教师表扬分布的分析表明，对于其中两位教师，提示能够很好地控制教师的表扬行为。
