東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Applying a response to intervention ...

Myers, Diane Marie.

Linked to FindBook

Google Book

Amazon

博客來

Applying a response to intervention model to teacher behavior: Increasing specific, contingent praise with a systemic, multi -tier approach.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Applying a response to intervention model to teacher behavior: Increasing specific, contingent praise with a systemic, multi -tier approach./
Author:	Myers, Diane Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
Description:	82 p.
Notes:	Source: Dissertations Abstracts International, Volume: 70-03, Section: A.
Contained By:	Dissertations Abstracts International70-03A.
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3314618
ISBN:	9780549634324

Applying a response to intervention model to teacher behavior: Increasing specific, contingent praise with a systemic, multi -tier approach.
Myers, Diane Marie.

Applying a response to intervention model to teacher behavior: Increasing specific, contingent praise with a systemic, multi -tier approach. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 82 p.

Source: Dissertations Abstracts International, Volume: 70-03, Section: A.

Thesis (Ph.D.)--University of Connecticut, 2008.

The current study documents the application of a response to intervention (RTI) framework to professional development designed to enhance teacher behavior. Within schools implementing schoolwide positive behavior supports (SWPBS), all teachers receive universal (staff-wide) training in teaching and modeling schoolwide expectations, reinforcing appropriate behavior, and increasing the ratio of positive interactions to negative interactions with students. Some teachers who do not respond to the primary tier of training support may benefit from additional training involving a systematic, targeted secondary-tier intervention focused on increasing a desired teacher behavior. This training support should be evidence-based, more intensive, and similar in features across teachers. Teachers whose behaviors do not respond to secondary tier training may require more intensive support (tertiary training tier), consisting of individualized support and increased formative progress monitoring. In this study, a multiple baseline design across teachers was used to investigate the effects of a systematic RTI approach to increasing desired teacher behavior. Specifically, teachers whose rates of specific, contingent praise were nonresponsive to typical SWPBS training (primary intervention tier) were provided with targeted training support (secondary tier), and, when necessary, more individualized assistance (tertiary tier). In addition, composite student behavior was examined to determine if concurrent changes in student problem behaviors occurred as teachers responded to training supports. Study results indicate a strong relationship between an RTI approach to differential levels of performance feedback and teachers' rates of praise.

ISBN: 9780549634324Subjects--Topical Terms:

516693
Special education.

Applying a response to intervention model to teacher behavior: Increasing specific, contingent praise with a systemic, multi -tier approach.
LDR:02725nmm a2200289 4500 001 2208287
005 20191010070908.5
008 201008s2008 ||||||||||||||||| ||eng d
020 $a 9780549634324
035 $a (MiAaPQ)AAI3314618
035 $a AAI3314618
040 $a MiAaPQ $c MiAaPQ
100 1 $a Myers, Diane Marie. $3 3435306
245 1 0 $a Applying a response to intervention model to teacher behavior: Increasing specific, contingent praise with a systemic, multi -tier approach.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2008
300 $a 82 p.
500 $a Source: Dissertations Abstracts International, Volume: 70-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--University of Connecticut, 2008.
520 $a The current study documents the application of a response to intervention (RTI) framework to professional development designed to enhance teacher behavior. Within schools implementing schoolwide positive behavior supports (SWPBS), all teachers receive universal (staff-wide) training in teaching and modeling schoolwide expectations, reinforcing appropriate behavior, and increasing the ratio of positive interactions to negative interactions with students. Some teachers who do not respond to the primary tier of training support may benefit from additional training involving a systematic, targeted secondary-tier intervention focused on increasing a desired teacher behavior. This training support should be evidence-based, more intensive, and similar in features across teachers. Teachers whose behaviors do not respond to secondary tier training may require more intensive support (tertiary training tier), consisting of individualized support and increased formative progress monitoring. In this study, a multiple baseline design across teachers was used to investigate the effects of a systematic RTI approach to increasing desired teacher behavior. Specifically, teachers whose rates of specific, contingent praise were nonresponsive to typical SWPBS training (primary intervention tier) were provided with targeted training support (secondary tier), and, when necessary, more individualized assistance (tertiary tier). In addition, composite student behavior was examined to determine if concurrent changes in student problem behaviors occurred as teachers responded to training supports. Study results indicate a strong relationship between an RTI approach to differential levels of performance feedback and teachers' rates of praise.
590 $a School code: 0056.
650 4 $a Special education. $3 516693
650 4 $a Teacher education. $3 3172312
650 4 $a Intervention. $3 3435307
650 4 $a Models. $3 3435308
690 $a 0529
690 $a 0530
710 2 $a University of Connecticut. $3 1017435
773 0 $t Dissertations Abstracts International $g 70-03A.
790 $a 0056
791 $a Ph.D.
792 $a 2008
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3314618