Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers

被引：31

作者：

Caldarella, Paul ^{[1
]}

Larsen, Ross A. A. ^{[1
]}

Williams, Leslie ^{[1
]}

Wills, Howard P. ^{[2
]}

Wehby, Joseph H. ^{[3
]}

机构：

[1] Brigham Young Univ, Provo, UT 84602 USA

[2] Univ Kansas, Lawrence, KS 66045 USA

[3] Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA

来源：

EDUCATION AND TREATMENT OF CHILDREN | 2019年 / 42卷 / 04期

关键词：

praise; reprimands; ratio; elementary school; emotional and behavioral disorders; CLASSROOM MANAGEMENT; INTERVENTION TEAMS; PERFORMANCE;

D O I：

10.1353/etc.2019.0021

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to-reprimand ratios (PRRs) are associated with increased student engagement, but more research is necessary to further explore how these ratios affect student behavior, particularly for students with or at risk for EBD. Commonly 3:1 or 4:1 is recommended as a desirable PRR, but students with EBD may need higher ratios to improve their classroom behavior. In our study of 540 students and 149 teachers, we found that as teacher PRR increased the engagement of at-risk students increased, though engagement for typically developing peers did not. A PRR of approximately 9:1 was needed for students at risk for EBD to approximate the engagement levels of their typically developing peers. No effect of PRR on disruption rates was found for either student category.

引用

页码：447 / 468

页数：22

共 33 条

[21] Increasing Induction-Level Teachers' Positive-to-Negative Communication Ratio and Use of Behavior-Specific Praise Through E-Mailed Performance Feedback and Its Effect on Students' Task Engagement [J].