Practical, actionable information about the positive behavioral approach to education is in desperately short supply, and yet when implemented properly the impact on school behavior and achievement can be enormous (Swinson & Harrop, 2012). A considerable number of behavioral research and demonstration studies, carried out over the past 40 years, has consistently shown that teacher behavior may have a powerful influence on the behavior of both individual students and whole classes (see for example the classic studies by Madsen et al., 1968). Across the studies (for an update review see Beaman & Wheldall, 2009) there is little evidence to suggest that teachers, universally, systematically deploy contingent praise as positive reinforcement in spite of the considerable literature testifying to its effectiveness. Most of the research does show that teachers use more approval than disapproval but most of this approval is directed at students' academic behavior rather than their social behavior in the classroom. Praise for appropriate social behavior is quite rare whereas disapproval (reprimands) for inappropriate social behavior is common. Such key teacher behaviors as contingent praise/approval and reprimand/disapproval may be systematically deployed by teachers so as to increase both academic and appropriate social behaviors and to decrease inappropriate behaviors (e.g. Merrett & Wheldall, 1990; Swinson & Harrop, 2001). Audio cueing systems and visual performance feedback were demonstrated to be efficient and useful tools for increasing teacher use of praise (Reinke et al. 2007; Van Houten & Sullivan, 1975). The purpose of the study was to evaluate the effects of the cueing system and Visual Performance Feedback on teacher and student behavior. Although the increase in approvals for social behaviors was not significant, results indicated that implementation of the cueing system plus Visual Performance Feedback decreased use of reprimands for social behaviors from 50% to 28%. Further, these changes in teacher behavior contributed to decreases in classroom disruptive behavior. The results are encouraging because they suggest that consultation at the classroom level can create meaningful teacher and student behavior change.
Positive Psychology at School: the effect of cueing system and Visual Performance Feedback on teacher use of approval in the classroom
SULLA F
2013-01-01
Abstract
Practical, actionable information about the positive behavioral approach to education is in desperately short supply, and yet when implemented properly the impact on school behavior and achievement can be enormous (Swinson & Harrop, 2012). A considerable number of behavioral research and demonstration studies, carried out over the past 40 years, has consistently shown that teacher behavior may have a powerful influence on the behavior of both individual students and whole classes (see for example the classic studies by Madsen et al., 1968). Across the studies (for an update review see Beaman & Wheldall, 2009) there is little evidence to suggest that teachers, universally, systematically deploy contingent praise as positive reinforcement in spite of the considerable literature testifying to its effectiveness. Most of the research does show that teachers use more approval than disapproval but most of this approval is directed at students' academic behavior rather than their social behavior in the classroom. Praise for appropriate social behavior is quite rare whereas disapproval (reprimands) for inappropriate social behavior is common. Such key teacher behaviors as contingent praise/approval and reprimand/disapproval may be systematically deployed by teachers so as to increase both academic and appropriate social behaviors and to decrease inappropriate behaviors (e.g. Merrett & Wheldall, 1990; Swinson & Harrop, 2001). Audio cueing systems and visual performance feedback were demonstrated to be efficient and useful tools for increasing teacher use of praise (Reinke et al. 2007; Van Houten & Sullivan, 1975). The purpose of the study was to evaluate the effects of the cueing system and Visual Performance Feedback on teacher and student behavior. Although the increase in approvals for social behaviors was not significant, results indicated that implementation of the cueing system plus Visual Performance Feedback decreased use of reprimands for social behaviors from 50% to 28%. Further, these changes in teacher behavior contributed to decreases in classroom disruptive behavior. The results are encouraging because they suggest that consultation at the classroom level can create meaningful teacher and student behavior change.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
