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The Disaggregated Effects of Visual Performance Feedback on Teachers' Use of Behavior Specific-Praise and Reprimands.

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Title: The Disaggregated Effects of Visual Performance Feedback on Teachers' Use of Behavior Specific-Praise and Reprimands.
Authors: Rila, Ashley (AUTHOR), Bruhn, Allison L. (AUTHOR), Wang, Lanqi (AUTHOR)
Source: Journal of Behavioral Education. Mar2024, Vol. 33 Issue 1, p53-80. 28p.
Subjects: School discipline, Teachers, Classroom management, Student engagement, Psychological feedback, Rating of students
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The Disaggregated Effects of Visual Performance Feedback on Teachers' Use of Behavior Specific-Praise and Reprimands.
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  Data: <searchLink fieldCode="AR" term="%22Rila%2C+Ashley%22">Rila, Ashley</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bruhn%2C+Allison+L%2E%22">Bruhn, Allison L.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wang%2C+Lanqi%22">Wang, Lanqi</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Mar2024, Vol. 33 Issue 1, p53-80. 28p.
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  Data: <searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+of+students%22">Rating of students</searchLink>
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  Label: Abstract
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=176338158
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        Value: 10.1007/s10864-022-09479-0
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        Text: English
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              Text: Mar2024
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