Date of Graduation
Master of Science in Education in Special Education
Counseling, Leadership, and Special Education
behavior specific praise, self-evaluation, opportunities to respond, para-educator training, autism
Special Education and Teaching
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.
© Jordan Christopher Politte
Politte, Jordan Christopher, "Increasing Rates of Specific Praise and OTR Provided by Para-educators in Special Education Classrooms" (2015). MSU Graduate Theses. 1554.