Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Use of Visual Performance Feedback to Increase Teacher Use of Behavior-Specific Praise among High School Students with Severe Disabilities

Michelle L. Simmons, Ed.D., Robin H. Lock, Ph.D., Janna Brendle, Ph.D., Laurie A. Sharp, Ed.D.
  • Michelle L. Simmons, Ed.D. (Author) West Texas A&M University image/svg+xml
    Michelle Simmons. Ed.D., is an Assistant Professor of Special Education at West Texas A&M University. Dr. Simmons’ university responsibilities include program coordinator, advisor and instructor in the educational diagnostician, special education teacher preparation and special education graduate programs. Dr. Simmons has taught as a special educator at the secondary level both in special and general education settings. In addition to her instructional experience, Dr. Simmons served as an educational diagnostician at the elementary and secondary levels in urban and rural education settings. Dr. Simmons’ research focuses on best practice in assessment and evaluation, multicultural evaluation and instruction for students with disabilities, university-based special educator preparation programs, and behavior management strategies specific to students with intellectual disabilities.
  • Robin H. Lock, Ph.D. (Author) Texas Tech University image/svg+xml
    Robin H. Lock, Ph.D., is the interim dean of the College of Education at Texas Tech University and is a professor in the college’s special education program. Her experiences building external partnerships and establishing The Burkhart Center for Autism Education and Research have led Dr. Lock is principal investigator for East Lubbock Promise Neighborhood (ELPN), a multi-institutional community engagement project funded by a $25 million U.S. Department of Education grant. In addition, Dr. Lock has garnered over $5 million in external funding – including private donations, foundation grants, state grants and federal funding – for work with individuals with disabilities, young people in the foster care system and other community engagement initiatives. Her research interests revolve around postsecondary educational opportunities for students with disabilities as well as those being served in the foster care system. She has over 35 publications, including a book, Assessing Students with Special Needs to Produce Quality Outcomes.
  • Janna Brendle, Ph.D. (Author) Texas Tech University
    Janna Brendle, Ph.D., is an associate professor of special education in the College of Education at Texas Tech University. Dr. Brendle’s university responsibilities include program coordinator, advisor and instructor in the educational diagnostician, special education teacher preparation and special education doctoral programs. Dr. Brendle’s research focuses on high incidence disabilities and instructional strategies and intervention for students with disabilities.
  • Laurie A. Sharp, Ed.D. (Author) Tarleton State University image/svg+xml
    Laurie A. Sharp, Ed.D., is the Assistant Dean for Undergraduate Studies for First and Second Year Experience and Associate Professor at Tarleton State University in Stephenville, Texas. Dr. Sharp promotes student success among adult learners, actively participates in professional service, and maintains an extensive scholarship record.
DOI
https://doi.org/10.64546/jaasep.430
Abstract
Behavior-specific praise has been deemed an effective, evidence-based positive behavioral intervention and support practice for use among high school students with severe intellectual disabilities. However, teachers are not adequately trained to use such practices with fidelity. One way to address this shortcoming is by implementing a performance feedback approach characterized with observations and consultations that provide visual performance feedback. Using a changing criterion research design, the present study evaluated the effect of a performance feedback approach to increase a high school teacher’s use of behavior-specific praise among students with severe disabilities. Results showed significant increases with the teacher-participant’s use of behavior-specific praise and mixed trends with the student-participants’ exhibition of challenging and replacement behaviors. A discussion of reported results was provided, along with implications for stakeholders in teacher preparation programs and high school contexts. Limitations and areas for future research were also addressed.
Keywords
Behavior Modification, Behavior Problems, Feedback (Response), High School Students, Performance Based Assessment, Positive Reinforcement
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How to Cite
Simmons, M. L., Lock, R. H., Brendle, J., & Sharp, L. A. (2020). Use of Visual Performance Feedback to Increase Teacher Use of Behavior-Specific Praise among High School Students with Severe Disabilities. Journal of the American Academy of Special Education Professionals, 15(2), 135-151. https://doi.org/10.64546/jaasep.430

Spring/Summer 2020

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  • Article Type Articles
  • Submitted May 17, 2020
  • Published June 15, 2020
  • Issue Spring/Summer 2020
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