A Parametric Analysis of Specific Praise Rates on the On-Task Behavior of Elementary Students with Autism

Autor/inn/en	Kranak, Michael P.; Alber-Morgan, Shiela R.; Sawyer, Mary R.
Titel	A Parametric Analysis of Specific Praise Rates on the On-Task Behavior of Elementary Students with Autism
Quelle	In: Education and Training in Autism and Developmental Disabilities, 52 (2017) 4, S.453-464 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Positive Reinforcement; Special Education; Autism; Elementary School Students; Student Behavior; Time on Task; Males; Special Schools; Observation; Program Effectiveness; Elementary School Teachers; Questionnaires; Teacher Attitudes; Behavior Problems + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Autismus; Student behaviour; Schülerverhalten; Zeitaufwand; Male; Männliches Geschlecht; Special school; Sonderschule; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Lehrerverhalten
Abstract	Using contingent praise is a proactive strategy for increasing on-task behaviors in special education classrooms. Although there is large body of literature supporting the use of praise to decrease challenging behaviors and increase desirable behaviors, a consensus on how much praise is needed has yet to be reached. In an effort to identify optimum rates of praise, this study used an alternating treatments design to examine the comparative effects of three different rates of praise on the on-task behavior of five students with autism. The results varied across participants, but overall indicated that four or more praise statements per minute resulted in higher percentages of intervals of on-task behavior. An important implication of this study is that teachers of elementary students with autism should aim for praise rates between four and eight per minute, and that a MotivAider® can be an effective tool to help practitioners reach that rate. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01