Abstract

Challenging behavior is a growing problem for teachers. Praise has been promoted as a positive strategy for addressing problem behavior. The ratio of praise-to-correction (positive-to-negative) may be important to the effectiveness of praise. A 4:1 ratio has been recommended as optimal to improve student performance. This ratio has never been experimentally tested. There is little known of the feasibility and social validity for maintaining a high positive-to-negative ratio. The purpose of this study was to evaluate the effect of a 4:1 positive-to-negative ratio (PNR) on problem behavior and academic performance of junior high students with an intellectual disability classification in a self-contained classroom for students with severe/profound disabilities with the aid of a self-monitoring tablet app. Research questions were (a) to what extent does the PNR tablet app help educators maintain the 4:1 positive-to negative interaction ratio during academic instruction and to what extent can educators maintain a 4:1 PNR in the absence of the tablet app, (b) to what extent is a 4:1 PNR interaction socially valid, (c) to what extent does a positive– negative interaction ratio impact the frequency of problem behavior during an academic task, and (d) to what extent does a positive–negative interaction ratio impact the percent of correct responses on an academic task. The results of this study did not show a functional relation between praise and decreasing problem behavior nor increasing academic performance. Results did indicate that using a tablet app was a socially valid intervention to achieve a 4:1 PNR.

Degree

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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