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dc.contributor.advisorLewis, Timothy J., 1960-eng
dc.contributor.authorMcKenzie, Jennifer M.eng
dc.date.issued2016eng
dc.date.submitted2016 Summereng
dc.descriptionDissertation supervisor: Dr. Timothy J. Lewis.eng
dc.descriptionIncludes vita.eng
dc.description.abstractA single-subject multiple baseline design across four teacher-student dyads was used to investigate possible functional relationships between the independent variable of coaching and electronic performance feedback and dependent variables of teacher behaviors (BSP, general praise, OTR, reprimand) and student disruptive behavior. Subjects were four elementary special education teachers and four students with disabilities whose teachers reported as exhibiting high rates of externalizing behaviors. All selected dyads were observed in 20-minute sessions during instruction in the special education setting. Results indicated coaching and electronic performance feedback led to moderate gains in teachers' use of BSP. Visual analysis indicated changes in teacher behavior had little to no effect on student disruptive behavior. Additionally, teachers showed little maintenance once daily electronic performance feedback was withdrawn. Implications for future research are discussed.eng
dc.description.bibrefIncludes bibliographical references (pages 83-94).eng
dc.format.extent1 online resource (vi, 114 pages) : illustrationseng
dc.identifier.merlinb118898565eng
dc.identifier.oclc990786908eng
dc.identifier.urihttps://hdl.handle.net/10355/57240
dc.identifier.urihttps://doi.org/10.32469/10355/57240eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.eng
dc.subject.FASTSpecial education teachers -- Training ofeng
dc.subject.FASTClassroom managementeng
dc.subject.FASTProblem children -- Behavior modificationeng
dc.titleThe effects of coaching and electronic performance feedback on teachers' use of behavior-specific praise and opportunities to respondeng
dc.typeThesiseng
thesis.degree.disciplineSpecial education (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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