Rila Ashley, Bruhn Allison L, Wang Lanqi
N230 Lindquist Center, University of Iowa, Iowa City, IA 52242 USA.
J Behav Educ. 2022 Jun 28:1-28. doi: 10.1007/s10864-022-09479-0.
Behavior-specific praise (BSP) is one of the simplest classroom management strategies to implement and considered an evidence-based practice. Unfortunately, teachers underuse BSP and deliver more reprimands to students in their classrooms. Secondary students receive the highest rates of reprimands and exclusionary discipline (i.e., office discipline referral [ODR], suspension, expulsion) with students of color receiving disproportionate rates compared to their White peers. Performance feedback is a commonly used strategy to change teacher practices however, little is known about the impact of performance feedback on the equitable delivery of BSP and reprimands to students by race and sex. The purpose of this multiple baseline design study was to examine the effects of a visual performance feedback (VPF) intervention with secondary teachers on their equitable delivery of BSP and reprimands and the collateral impacts on student outcomes. In the first phase of intervention, teachers received VPF on their total BSP and reprimands. In the second phase, teachers received disaggregated VPF on their rates of BSP and reprimands delivered to students by race and sex. Results indicate a functional relation between VPF and total BSP and an overall reduction in total reprimands. Mixed results were found between VPF and the equitable delivery of BSP and reprimands rates delivered to students by race and sex. Student outcomes indicated an increase in average class-wide academic engagement and no impact on ODRs as no teacher delivered a single ODR. Key findings, limitations, and future research are discussed.
行为特定表扬（BSP）是最易于实施的课堂管理策略之一，且被视为一种循证实践。不幸的是，教师对BSP的使用不足，在课堂上对学生进行的训斥更多。中学生受到训斥和排除性纪律处分（即校内纪律转介[ODR]、停学、开除）的比例最高，有色人种学生受到此类处分的比例高于他们的白人同龄人。绩效反馈是一种常用的改变教师行为的策略，然而，关于绩效反馈对按种族和性别公平地对学生进行BSP和训斥的影响，人们知之甚少。这项多基线设计研究的目的是检验视觉绩效反馈（VPF）干预对中学教师公平地进行BSP和训斥的影响以及对学生成绩的附带影响。在干预的第一阶段，教师收到关于他们总的BSP和训斥情况的VPF。在第二阶段，教师收到按种族和性别对他们给予学生的BSP和训斥比例的分类VPF。结果表明VPF与总的BSP之间存在功能关系，且总的训斥次数总体减少。在VPF与按种族和性别对学生进行BSP和训斥比例的公平性方面发现了混合结果。学生成绩表明全班级平均学业参与度有所提高，且对ODR没有影响，因为没有教师发出过一次ODR。文中讨论了主要研究结果、局限性和未来研究方向。
