First Advisor

Randall L. De Pry

Date of Publication

Spring 6-8-2017

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Special and Counselor Education

Department

Special Education

Language

English

Subjects

Behavior modification -- Case studies, Classroom management -- Case studies, Educational change, School children, Elementary school teachers -- In-service training -- Case studies

DOI

10.15760/etd.5524

Physical Description

1 online resource (v, 130 pages)

Abstract

There is an evidence base supporting the use of positive behavior supports in schools; however effectively and efficiently transferring these interventions into classroom settings remains a challenge. Precorrection is a highly-regarded behavior support strategy that relies on antecedent prompting to reduce problem behavior and teach socially appropriate skills. This study examined how a brief training in precorrection and praise paired with regular feedback impacted the behavior of four Title I elementary school teachers and students. As a result of the intervention, the four teachers increased use of precorrection and praise, while concomitantly reducing their use of reprimands. Limitations and suggestions for future research are provided.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Persistent Identifier

http://archives.pdx.edu/ds/psu/20627

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