Date of Graduation

Fall 2015

Degree

Master of Science in Education in Special Education

Department

Counseling, Leadership and Special Education

Committee Chair

Linda Garrison-Kane

Keywords

behavior specific praise, self-evaluation, opportunities to respond, para-educator training, autism

Subject Categories

Special Education and Teaching

Abstract

Increasing behavior specific praise and the opportunities to respond (OTR) in a classroom increases the likelihood that students will engage in learning activities and socially appropriate behavior. This study was focused to investigate the effects of on increasing para-educator's use of positive praise and the opportunities to respond in small group reading lessons. This study employed four single-subject withdrawal designs were employed in this study. Two were ABAB, the third was ABABC, and the fourth was ABCAC. The interventions consisted of the para-educators receiving training in the area of behavior specific positive praise and opportunities to respond. After each lesson para's evaluated their performance by listening to 5 minutes of the small group lesson and recorded a frequency count of behavior specific praise both academic and social and OTR. Para's received feedback from the special education teacher after the selfevaluation was completed. Results indicated that para-educators increased their rates of praise on average of 35 total specific praise and increased OTR on average of 28 per session across the four sites.

Copyright

© Jordan Christopher Politte

Open Access

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