Effects of Self-Monitoring and Behavior Specific Praise Interventions for Students with Behavior Problems
Effects of Self-Monitoring and Behavior Specific Praise Interventions for Students with Behavior Problems
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Issue Date
2022-06
Authors
Riley, Megan
Journal Title
Journal ISSN
Volume Title
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Abstract
In primary elementary education classes, students with behavioral concerns lack self-management skills and engage in anti-social behaviors that disrupt their education and classmates'. Although many educators have implemented positive behavior-specific praise interventions, this target group action research study aimed to determine if appropriate student behavior increases with the implementation of self-monitoring goal setting in addition to behavior-specific praise. The participant was a second-grade student with an Individualized Educational Plan and exhibiting problem behaviors. The student created expected behavior goals and selected a daily goal. Next, the participant self-evaluated the frequency they displayed their behavior goal on a scale of 1 (not at all) to 5 (all times) for eight weeks. The researcher also reflected on the behavior frequency of the student goal and collected data on prosocial behaviors observed for eleven weeks. Data analysis showed an increase in exhibited prosocial behavior when self-monitoring goal setting was implemented.
Description
Keywords
behavior specific praise , goal setting , self monitoring , problem behaviors
License
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess