Reinke Wendy M, Lewis-Palmer Teri, Martin Emma
Johns Hopkins University, Bloomberg School of Public Health, Baltimore MD 21205, USA.
Behav Modif. 2007 May;31(3):247-63. doi: 10.1177/0145445506288967.
This study evaluated the effects of visual performance feedback (VPF) on teacher use of behavior-specific praise. In addition to receiving individual VPF, teachers participated in group consultation focused on increasing competence in the use of behavior-specific praise. Three general education elementary teachers and six students participated in the study. Classroom peer composite data were also collected. Teacher and student behaviors were monitored across baseline and VPF conditions in a multiple baseline design. The results indicated that VPF resulted in an increase in behavior-specific praise for participating students across all teachers relative to baseline. Additionally, teachers increased their use of behavior-specific praise with classroom peers. The findings highlight the need for direct assessment of intervention implementation and for the collection of peer data to identify collateral intervention effects.
本研究评估了视觉表现反馈（VPF）对教师使用行为特定表扬的影响。除了接受个体视觉表现反馈外，教师还参与了以提高行为特定表扬使用能力为重点的小组咨询。三名普通教育小学教师和六名学生参与了该研究。还收集了课堂同伴综合数据。在多基线设计中，对基线和视觉表现反馈条件下的教师和学生行为进行了监测。结果表明，与基线相比，视觉表现反馈使所有教师对参与学生的行为特定表扬有所增加。此外，教师在课堂上对同伴增加了行为特定表扬的使用。研究结果强调了直接评估干预实施以及收集同伴数据以确定附带干预效果的必要性。
