Justus Jasmine, Hott Brittany L, Heiniger Sarah
University of Oklahoma, 820 Van Vleet Oval, Norman, OK 73019 USA.
Behav Anal Pract. 2023 May 10;16(3):885-891. doi: 10.1007/s40617-023-00810-3. eCollection 2023 Sep.
Teachers need simple, easy to implement, evidence-based interventions to use in their classrooms. A single-case multiple baseline across participants design was used to determine if the use of self-monitoring in isolation would increase educators' use of behavior-specific praise (BSP). Participants tracked their use of BSP using a hand counter when they taught content area classes (i.e., science, social studies) and during a time of transition during the generalization phase. An increase in educators' rate of BSP was seen when self-monitoring was used. Data revealed that the rate of BSP per minute was higher during the generalization phase than the intervention phase. • Cost and time efficient way to: - Teach self-monitoring - Increase staff use of BSP - Generalize use of BSP.
教师需要简单、易于实施且基于证据的干预措施在课堂上使用。采用跨参与者的单案例多基线设计来确定单独使用自我监测是否会增加教育工作者对行为特定表扬（BSP）的使用。参与者在教授学科课程（即科学、社会研究）时以及在泛化阶段的过渡期间，使用手持计数器跟踪他们对BSP的使用情况。当使用自我监测时，教育工作者的BSP使用率有所提高。数据显示，泛化阶段每分钟的BSP率高于干预阶段。• 具有成本效益和省时的方法，用于： - 教授自我监测 - 增加工作人员对BSP的使用 - 推广BSP的使用。
