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Serving Students with Disabilities who are Culturally and Linguistically Diverse in Rural Communities: Technology Access is Essential
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In: Northwest Journal of Teacher Education (2022)
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| 2 |
Using Peer-models and AAC to Increase Expressive Vocabulary in Preschool Children with Developmental Delays
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In: Electronic Theses and Dissertations (2022)
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| 3 |
The Effect of Constant Time Delay and Sentence Frames on Correct Word Selection for Sentences Constructed Using Technology-Aided Instruction During a Story-Based Lesson
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In: Electronic Theses and Dissertations (2022)
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| 4 |
Analyzing Pre-Service Teachers’ Strategies for Subtraction
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In: Georgia Southern University Research Symposium (2022)
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| 5 |
The Effects of Student and Behavior-Specific Praise on Students who Receive Special Education Services
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In: Georgia Southern University Research Symposium (2022)
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| 6 |
The Effects of Student and Behavior-Specific Praise on Students who Receive Special Education Services
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In: Georgia Southern University Research Symposium (2022)
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Abstract:
The purpose of this research was to determine the effectiveness of behavior specific praise on continuous student attention to tasks. Behavior specific praise is defined as a positive statement directed toward a student or group of students that acknowledged a desired behavior in specific, observable, and measurable terms. Past studies have shown a positive correlation between positive reinforcement and the students' engagement in the general education classroom. Current research also indicates that behavior specific praise has proven to be significantly beneficial for a wide range of students including students in the general education, special education, and gifted classroom. For this study, three different students who receive special education services in three different classroom settings by three different pre-service teachers were chosen. These students received a similar form of behavior specific praise throughout the day as a form of motivation in the classroom. It is believed by the researcher that when the focus student is given the behavior specific praise, their continued engagement in the classroom will significantly be enhanced. The three pre-service researchers carefully observed the focus students in the three different classroom settings while keeping notes on how the students responded while he or she received the behavior specific praise. The researchers monitored the number and type of the praises given, the reaction of the students, and how long the behavior-praise engagement occurred in a chart format. This study is relevant and significant due to the lack of previous research on behavior specific praise in classrooms where students receive special education services. Data collection is ongoing.
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Keyword:
Special Education and Teaching
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URL: https://digitalcommons.georgiasouthern.edu/research_symposium/2022/2022/74
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| 7 |
Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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| 8 |
The perspectives of augmentative and alternative communication experts on the clinical integration of non-invasive brain-computer interfaces
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In: Special Education and Communication Disorders Faculty Publications (2022)
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| 9 |
The educational needs of school-aged students with Developmental Language Disorder: The perspectives of key stakeholders ...
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| 10 |
Assessing the Impact of the Words For All programme on Care Experienced Children's Reading and Educational Attainment. ...
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| 11 |
Telehealth in school-based health services: A scoping review protocol ...
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| 13 |
A Comparison of Special and General Educators' Perceptions of Collegiality
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In: Doctoral Dissertations and Projects (2021)
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| 14 |
Teachers’ Self-efficacy and Augmentative and Alternative Communication Technology Use
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In: Doctoral Dissertations and Projects (2021)
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| 15 |
As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators for Inclusive Schools? An Analysis of Research on University and Diocesan Teacher Training
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In: Journal of Catholic Education (2021)
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| 16 |
The School Wellness Wheel: Re-Configuring Schools to Become Healing & Resiliency Centered Organizations
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In: National Youth Advocacy and Resilience Conference (2021)
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| 17 |
Cross-sectional Study of Spanish-English Bilingual Complex Syntax Use by Children ...
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| 18 |
Cognitive Autonomy Supportive Teaching Behaviors: Perceptions of Four Groups of Educators
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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| 19 |
Relationships Between Expressive and Receptive Language Ability and Play Initiation in 2-Year-Olds
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In: Student Research and Creative Activity Fair (2021)
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| 20 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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