The Effects of Written Teacher and Peer Praise Notes on the Inappropriate Behaviors of Elementary Students With Emotional and Behavioral Disorders in a Residential School

被引：4
|
作者：
Kennedy, Christina [1 ]
Jolivette, Kristine [1 ]
Ramsey, Michelle [1 ]
机构：
[1] Georgia State Univ, Dept Educ Psychol & Special Educ, POB 3979, Atlanta, GA 30302 USA
来源：
RESIDENTIAL TREATMENT FOR CHILDREN & YOUTH | 2014年 / 31卷 / 01期
关键词：
written praise notes; teacher praise notes; peer praise notes; emotional and behavioral disorders; residential school; positive behavioral interventions and supports; secondary-tier interventions;
D O I：
10.1080/0886571X.2014.878577
中图分类号：
B849 [应用心理学];
学科分类号：
040203 ;
摘要：
In this study, the effects of two secondary-tier positive behavioral intervention and support interventions, written teacher praise notes (TPNs) and peer praise notes (PPNs), were investigated using an alternating treatments single-subject design in residential art classroom settings with eight elementary students with emotional and behavioral disorders (E/BD) in grades one through five who displayed a variety of inappropriate behaviors. Functional behavioral assessments confirmed that all eight student's inappropriate behaviors were attention-maintained. Duration recording was used to record the percentage of inappropriate behavior during art class. The results suggest that TPNs and PPNs decreased a variety of inappropriate behaviors of students with E/BD in the residential setting; however, there was minimal to no fractionation between the two interventions. Limitations and directions for future research are discussed.
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页码：17 / 40
页数：24
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