Journal article
The Disaggregated Effects of Visual Performance Feedback on Teachers’ Use of Behavior Specific-Praise and Reprimands
Journal of behavioral education, Vol.33(1), pp.53-80
03/2024
DOI: 10.1007/s10864-022-09479-0
PMCID: PMC9244327
PMID: 35789739
Abstract
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.
Details
- Title: Subtitle
- The Disaggregated Effects of Visual Performance Feedback on Teachers’ Use of Behavior Specific-Praise and Reprimands
- Creators
- Ashley Rila - University of IowaAllison L. Bruhn - Iowa City, IA 52242 USALanqi Wang - Iowa City, IA 52242 USA
- Resource Type
- Journal article
- Publication Details
- Journal of behavioral education, Vol.33(1), pp.53-80
- DOI
- 10.1007/s10864-022-09479-0
- PMID
- 35789739
- PMCID
- PMC9244327
- NLM abbreviation
- J Behav Educ
- ISSN
- 1053-0819
- eISSN
- 1573-3513
- Publisher
- Springer Nature
- Language
- English
- Electronic publication date
- 06/28/2022
- Date published
- 03/2024
- Academic Unit
- Center for Social Science Innovation; Teaching and Learning
- Record Identifier
- 9984371274302771
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