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: LA THESE'A ETE' MICROF,ILMEETELLEQUE

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NOTICE"',"

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. +

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- ...

^.CoIIo!ctlons~I B<""'"

"'"'"" .

.~ ~00'l

Microl'icN 5enicI,

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IL

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:,':

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)

:~ERS'

^PRAISE'ANDDI SAPPROVAL-

RES~S~S

AS·... FUNCTI ON

OF

AUDI O--:evt ING

. ,

by

©

Alann.·Mari~.Ba.-dCOCk.Downt on,

·· B

.x.

.: /C ·· .

AThe sis'8u~ttedⁱⁿpart i alfulf illAent: ofthere quirementsfor thedegree of '.

MasterofEducat.i~. :..~ .

~~i-tlnent o~ EdU~~~i~al. Psy~OhOloqy

Memorill.l .Oniversity

of

Newfoundland

)

March,1980

0:.:"

i ,

'•.0"

, :

I I ·

.1

:.-' This

inve;ti9a:~~n. ~xaJnined" ~'!,~~e as~ect's' ~.~ ~e 'verba;" ,tie~avior Of' ~e~Che;S

^in\a".

C.laSSrO~' B~-ttinq : ' (~), ~

^.•

,

and

dba~proval.· " (b~

^-thllefflCIICY'

~f a~d~~.":CU~ing

^asa

~thoc!of training te a chllr s toin e reas e theirpilliB~rates;'.

.

:, _:;a~d ' ~c). t~e e~f~c~ -~.f.' e~~~i~~nt~l.lY ~~n'ipu~a_ted .r~tes ' Of

.praJ.~eon.

,te achets:

nat~al'rates ofdisapprov al.;

• " '" . ' .'. ', 'c;, : . , • .', . .f

TWent y-twoelellenta ry.8chool teacherswere.randomly.

. ^"

- .

··'aeS.i~~ed.toon~of

two

e~ert:me.ntal,qr oups.-I·, .BOtbg r oups.

partici~ated'~irnu~ou81~ , d~y~n9-~oth .~. initia~ ~_~8e-; .' ~

.iin~ ~r1~'d'an~ '

^a

tre~~tPer~Od it; ' whi~h tea'che:r~were

.. ' _. . i' ,,' ,",' ',:.', . . - .0

a~~ed:~~ pra~se_80~one:u~on'he~~~'J,a"!i~,dOrnlY;-~,C.~,edule~..

au d i to ry,cue.','Betweenthe'irii'tia~'baseIineand'thetreatment

pe'ri~d~ o~'~gr~'~p ~artici~at~d 'i~·

^..

a

second

'baselin~ '~'ri~

^{. :}

. ....,"'. "

' ,, " --' " ' ,' ., . '.

",' :".'-""::':;"

:du r ingWh i c h.the,t rl!:.?,U ellt appa~ a ~u8;:a.r ando~ly~ s ph~~u~ e d". .tone;'wa s present~'witho~t' ·any'~~i.an~tioh't o.the,~e~ch~rii,'

FO~·"~Onven.ie~c·e thi~ ' 9~du~ "'~~ ca~l~~" ~ d~~l·e-ba~e.£i~'e~·"t~. ·.·, '.~

distinguishit .f rom the·~i.rigl~-base'i ine~'gr o u p which.

~artlcipa~~d d~ing'

^onlY'

t~e ·'initJ.·al ~~8el~rie"'p~i:'~C;;~

..

Th_e,

leC~~d

^...

,ba~eline. p~~i~

"",a l.

i~'~:lUd~d

^to

, ~~a~~re, :~~'"

ef :f e ct,O:f.the

trea~rile~t apP<l-~atus' ·,u~i~61atiOil

.•

'~~Ugho~t ^..

^the.

8t~d.y;, Jlea~urel<~f ,~~~ _tea~be'r8' pr~ile ., im,;l '

Th.

~ere,beingrecorde d"and'.onty;du ring',t he',~reatmel'ltdid they',k n ow their praiSer~spo~ iies"wer~'^lie-bigrec o r ded•

.The re s ult s of the.in.:re s tig at: ion·we r e'a'Ef"f cii lo.:..s·:

First;'

~~th .9rob~B 'e~it'ted ~qu.iV~lent·

^numbere

~f" ':p~aise

" ,,:.,. ,'" '",, " " ,'",,:. '

than..the.y.d!.d.·dur:i.n~,theini t i a l ·b a s.e l1 nej',~hi s unexp~cted"

-resu~t:,suqge ~tll~hat eitheith e'unexp~ainedoc cu rre nces

ot

'th~ t~n~

_. had_' a'

si~ni£lcant · ~ffect ~pon 'tea~h~~~'

" . , : " " ."

expressiqns"Ofdi s appr o'v8.l ,·o'r Qther8ignifican t

b ut

~identH,i.ed' ~ou~~eB

^of'

'v~ri~~~ a:r~ , o~r~ting 'du"~irrg

^the

seeo~d' 'ba~e~l~e p;;rio~ .

^{·Pift.h •.}

d~~in~.-t·~e8tmrm~, t~e ~

.> " . ' • , ", ' .~

n~r~f ~,eache ~s ',p~aise',r: s~~~,~e ~was,~iqnif17antly' • higher

. ~~im,. thii, ,~r.either

^the

Initl~l:or:_ 5e~ond b~seline

^.

. " , '. " ,'

and disapproval.re s ponse sduri ng,bot h,til e'initi alb~seline

'~nd' ~rea~~nt ;e~~od8 .

^This

r~8ult

^•

supp~rtS:

^the'

e~~iC~CY'

of the randomiz at.1,oitpfo'c~dUz;e. ^{Second;'ci'uring th'e;}initi~l

.: b~~~nne: , ~eaehers : e'mi~ted·'B1g'"nif1c:antly .

^{h:i qtier'}

n~e~~

of"

d1s,~p~rov~1 , ies~5es tha~'" ~ri\.i~e r~~onB~B :' ~

^Thif).

reBul~ . . '

^,wis'

.

^i"n

,ac~ord . . .•

^with

.

^the

re~ults of C ' . .. 'p:teY~OUB' ... ,

^re'eear6h

. '

~" .tnh;L~ . ,~~

"t o.pic,.T.h.i".,fO'do.',U

b.~ . - .e~b~~~line

^{..t" c.h.}

e .n ~,

" "

was~si9n!ficantdifference..in,th e numberof.praise

re~pomie~,emitted d~i~9 ,th~

^fint'

a~d

^{'se ? Ond}

.base~in~,

period~•.,Thi~ re~ultsugqest~"'th at th~,,\Ul~:X~la~ned o.~9,f':

I,renees of the tone did no tal t"erthe,teac h e rs"praise'.",

'rat e s :

,-';~urth,'

^{'d uri ngth e}

s~~ond i;~seiirie, do~;e--ba~~line

teacherserni'ttedsiqni ficantiyfeWer'·diBapprov~~"r8Bpons~B

. , " -,

.

. .'~el!ltionship,~xiits,behiee~lDanip~:l.l).ted'r~te8^,of tetiche~

'- ', . ",.", ..^{' "}

' .-' . .

^"

praise'ilUldsUbaaqueiltr.atl!llof disapprova.l,howeVer,·this

.

^{- . ',.}

appr oval ., I f,as the'prese ntinvestigat:ion aU9'g e s t s, the

r~lationship isa~ i'~;'~~.se

^one.:'itimplies that

'an uric6n~

-:

, Th~e re.su~t·, 8~pport's, "p,red,~,Us{e_:gearc~ 'o~ '~'he

efficacyof'B,~dio- c\le1n9'a9'a;t:.echnlqiie f~rtr ai n i ng

teach~rs,"to i~cr'~a~~'~he~r ~~II~S~ rat:.~~; sf~th, d~in9 tre~tmE,nt,

t.eachers'

~JDitt:.ed~i'gnifi~~tly:

·i "awer.

number~

. -,

- :'

.'. -'-'.'' . ','

·o fdis ap prov alr~spon'all!l than'durin9boththlinitialand

~'econd ba~'el.i'~~;

^{perlodll.· Thi s}

re~l,Iit:. indic~t~~ '

^thit

~B

I . .'," " ," " ,' .". " ,', ...", teachers'peeLee.rate.incre ase in,r e s pon s e,to~uditory

. c~e·II,

^theit

~atura~',rateB O-~" dis~~prov~i', decr~ase':';" : t

I'n -~~-~~r~l:.

^-fhe

' :res~lt'~ _~~g9"ellt':~h~t

^{an inverJe}

.

~u~~~.~tion ,.~~- ,qU~'i.~'fi~,d

^{'b y'-an}

'~e~Pl,~in~d'

^sou_rce,

o~,

^:

va riance whi c h precipitated-a. ;ignificant decline.In.'

tea~'he:~'; '~isa~~oval fr~~ 't'h:~

.'.i ni t i a l to_

, th~ ~~_~ond

baseline..''Ad d itio n a l research isneceaiarytoiden tify ..,'" .: ' -' -,,,' .' .- , '.,.'1 then.aturBof:the relations,hipb.e,tweenpraiseanddi~,:.

, .r- "

->.

'./

(-

TABLE':"

".".~ '

., ...

.'LIST.OP'l'ABLES

.

, '

':::'"

;"

-.'

.{" : '

,

^.

'l:

"

,:.'

....

~4bular .~·re8enta:Uorl

^0'£

~

^,

".EJq)eJ:;imen ta l.Desiep:t·,EDlp'l oy e4 in .-

thepreaell.t:Investi gat ion•.. . . .••.: ... 22

. . . . '\1 , ·.

-.:Int.~bB8rver

'b U:Ab1l1t iel' of

Praise.andDj.sapP7oval''Ratin9"~ 27>

1 ^L.. _.;~~1:~~ -:~~~:IT~~;;r±~r.~~~ ...,: ;,"

i·

. \

.:

~

t

I ,',~' ,. .<

f- ''' ''';''-_: '' . _...

'/_._ I - J

~. .

.:

\

\ .

". > .

;> ..

TABLE OFCO~TENTS

Page -I ."

CHAPTER .

i..'

·: .I~ROOl;'CT.XON.:••:.••~'I••;••~•.-••~..- •••

y•• .

1.

J _REri~BD ~X~RATU~..-'ND;iH~~HESES

^,••

, ::.~

.:!'lET,HOD••t••••".•;....,~••••,.'";. •••••••• •• '; 16"

v.

."

. -

I

\ .

I

_!

• •

',2 6"

InfoJ:lJlati onon..

Parti ci pant s • •.•••••••••• • 44

"

'REF~~C;:ES

^..;•••

~~/

^••

- . , ;:.>

I'

. '!.

APPENDIX':.t

. (

~iEN.~IX

^B"

S~le ' ReCO~d ~orm

^••

\ :~~

."."

~

^{APPENDIX C .}Comparison.Of'ptai S e'.

an dDisapproval kesponles fo rTwoExperi1'llellta l ; Gr oups ... ".":•••• •:':-'..:'.~. Me"an NwrWeu'of-prai8e~ 'a~d-. .Disapp rovalReeponses of . :Al lTe ach e rsCombined

dUri nq each Observa tion ." . .Se ssion,:.:;.- •• •;•••- ,5 0.'

-·

^:.

· t·· . ' .

^.

.

'"

',: '

' / '

..

~

';,:

MeanN'~er 'ofPrais ean d-,' . Dis appro val Re spon se sof,All.'. ' .

.,.Teacher.Comb in ed dur i n g each ',_. .:.'

..obser vetion Se ss i on-... ... •.'.'~-.... •'. .•. 51

:.,.,.,,"

'..,.,

•,r:

.._'~'-

.

Ir~

..··:.1···

' .

z. '

.

, .-

^{"" . "} -..," '.. " ,:,' bee"n.stu d i ed asexten s ively

as '

praiBe~ furt hermo re , the.

"" ,',, '., ' "

.-

"" ',, ' " ,'. ".

teac~erto'a n'l ndlv 1.d~al"shlld . ~ 9'~oupo f,c~~ld~e n:'o r to the,cl~~,848"",Wb~,;J.e,.',_prdsehas ~el1^uled.,~nte~~bang':J:ablY

wi~ th~:term

^{approva L'}

Th~~def in~t:ion

Of'

,~isapprovai h;~

;t~t'ed ^as'any'~e'gativeCOllllll~~~

'. '

.

^{'. '. ' -}

'.

~tudles-~h~~

ha,:,e

invesH 9~ted^'theeffec~1'9£,te~'-Ch~r.:-diS':'· approv~lon,'c;h Udren.have'fr equ e ntl y re portedcon flic ti n g

findings "" 'Di_sappro~al.has .~'ee~ " ,i?~d .~n

so mei nd t aices.'

t~

:'"lnh ibit pl;'?bl e m,b eh a v itSr:a.inc::h i ldre n !"Inothen,

t:o

increu~

.praise anddisappr oval-affect.~ .

. . .

the

.

behav1ora~;-~rilic,

.

performance,of"_~ s'chod 1chi l 'dren . Theaffe'c1:.

'6£

t~acill:i"praise

,c',-" .- ;•,.'.. ' ",r'--,-- '_._._' ..':~--

--- , --=

~;_

:.: . ,.

ha s.beers,stud i e dfJ:eQ,Uent: 1 Y:4nd-.h~1 b~en-;~,~un'~Irepea~edlY1;0'

facil~ta~e q O:d _{beha;'iO~ ~~d 900d -~rfO~~~~}

.Ln

·C:hildren~

^.

..;

{All: 'e~Pir~C-lI-i- ~n~ th~-o:r~t~Cal --~'tat~m~'ri~i a~'e' r~ier~nced b~lOW.l"

^In

'contra'8t';<i~sa:pprov~ld;~ S'~Qt'''ppea~ ' to, ~~v~ '

^.

L. I

'

.

.'

. . .. .•. , .

". ' ,.

.- ' :";...

^,,'.'"

.._ .' _ .. -:;,·,....-i '-. :~ .:: '-;c :" i: , .. ,~ ... --,;.,-..;,..,,- ~

" .f~nce,":

~ '

o;·'ri d.1cul~'

.

~de ,~_.~

'

~~a~her ~O·~ . i:;divi~~l

''-'.:-

~,-',.

.·.inh~r.eilt'in.'~ecorcUn9.nOlj.~.verbai.,.beb.~10r'~,p~:rti~~~,rlY'~'.

f'~~~a~ 'ge~~ure8 ,

^moat

r~8earche;s ' ·b':;e:.1imited , t~i:i:- - ,

.• . : ,"','",.',',," .,.".",,:.-. ' .t'''-, ".: ' :,~:,,','-'. -'

def i. nitio nso~prais e.enddi8appro,Y~1,to,~erba.l,behavi ors,:'.

. .In

.at~~~~~:g

^"

to

^find.

~~f~~i~e

^waYl'

o ~:d~ail~~ ':"~.

~ w h:h

'prob'lem

be~vic'rB : '~ ~chciol ehild~~;:'r~B~~ber. ha~e

.:. ' ." ,-. • . . •,'- ,:: :- . : -'.,- , ' ; .;l '._., ....

. :employed'.vari~,U.'C'~od8t~train t.a,che~•.to<·.chang e_tb~ir.'.

nat Qral rat;.~r'p;.a~s~~'General ly "it h':~.be~n··notedthat'

·vnenpr"-iB f!!tatesareinCr~ase4, appropriat~'8tud~t-.

~-haVior~~ .~h a :' at~e~,~~~ ~\ teach:'~~ ' ~ ~m~~~~~q

. '.-' ':' ,,: . " " ."

' .- "."

~li~ i9Jl~' ~.a~k,l! ~~ .~,l;~:.·~~X:~~1 . - ~t~n.a,~.ivel1', /\~~eale .

inprai s e,.,s::at e s.'.N11 beeef~undto:re,lul~,in.an inc~eale i~

'i:~P~~P; i&:~ S~ud~~t .;~~.a,;:£on., ~'e.;~:.;: ~:~~ a~t~~dinCJ ~_, th~ . . _:·,~"

teac~e.r' ^not~.o.mpletin9'.aas~qtI~^..~I.~I.I ·^{". ." ' . '}

..'"'~~Ch.l~S8 treque~t::1Y,diaapprova i"r~t~8.h~v~been"'l",

DIl:iPUla,~ed,·~~ .O.U~h "te~~her

^.'

.~at~i~q

^..;',

"Whe~ '~~se_ ,~~iPU":

latio~1ha ve'be enreporte.dp,t~'e;f'fec~sofchanges in

·di s:Bpprova l'

ra~eIJ '~ , chi ld~e~;,. "b~havl~ ' I:la~e ' ^varted. ~:< .

^.'

· ,ona.derably... . . i~ .~..;;ft~d'e.; ";crr~~ :~';~. O'.d.~':.pprf~l~ _ >

",

cbild ;

~ CJ, rO u Po ~ ~.biidren l or to~.t:~.,ola.i.,'-.'

^a."bolit ..

~~

_'Disapprova.l~1.lIbeenused1nt:~~an9.~lywith blameand

.'. _ .:'

. ·c~·i~i~iam.~",

^'Ina

f~ 1n.un.c~~~ :.~~ 4~finiii~n'-~ ~f" ~~ . ' ^<J

·:~a.iae ~' di~PP~Y~l ::'haVfl!',·~~i.ud~ :~ ~non::'v~bal '·" "

^{" ,}

· ;beh~vio~8': sUch ' a~: I:IU~? ~nd '~~t;in~'o~ ' ~~q ~d ^..

'.

·

hitting;'^{, '} r8 ~Peet i~ely--Bo;";e'vl!r·.~.aulle··o{

.

," ~."" ._,.. ,

the'

. d1fficul~,':, :

'.

~

"">.; "':.,

'. :

j', .-

, .

. ! .-

, j

.,.J

,c'

."hav~,beenshown"t.Oresuit in,an:incre;,.seininappr~Priate

•

Btu~e~t' behav~or~~, Wh~l~ '

ⁱⁿ

:~th~r~ : i~c~eased di8~ppr~~~

pro~uc~d.- a.

^decreeaesIn

irIappr.opriat ~t!

behi:'vior's• •

'.,,Whi l e..t:hereappe~8to'be general:,agreement on the

e,ffects

'of

~hildi-en'~beh;,.vior o'f alterin'g.teachers'.;prai,~e

'(8:teS:".,,' the~e,isHtt~e a9ree:n~;n.t.o!'"

the

^e,ffec'tsof'al,~rin9,.

teach~rdi.sapprovalra.tes. ," _,';"": ' . Malli;pulated rates'of teacher praisearid'disapproval

.~av~,: be~ ,dem~~t~~ed to be impo::c:~~t,\ariable S' i~. C~anglr1g

^:

·.~~~~~P~ ' be~(f~.r. ·

^:The:

lIl,o~t ' fr.eq~~uY, e'~countere'd'

^rnanipu-

1atil:?n..se etll8'#',be the.

t,ra~ing o~ ,teach~,rs. to inc7~a!pe

;-. ,'. " ',' . ' .

•~their,praise;r a t e s '._,~ ffe ct s'o fth~stra,iningo~,student l:l;ht. v i o r s,hav~.~~en,d;o~e~ted:fr~~ent,lYin a

large'

p~er.

.,of,in~est~ga~ions .",.^An:o~s~atio:.•~f irit:en,st:is,'_~hat ",in

general.~eseinvestl gati

e o ns.ha ve notinC~Uded.any co n-

~ideration.~f.t~~'dis",:ppr~~al'.v~ri.ibl~. ,Gi~en:,^that:teac~er ,disapproval"'rate s,h; ve'be en..$h~toef f e c tb~haviorcha'nges,;

. '

^{,"" ", " , ",'},~' ':' ,' ' ,' ' ', '.''"" ,... "

it.:appears that,un~e(X»rd~dt~aCher ~bapproVal rat~smay,

•

" ha~' confo~d~d.

^.ec

, ~,om~

^{,deg re e .}

t~e"r.esult.~

^of

st~dles .~ :

^..-

c~n~erned'~lhy, ~it:h ~he"eff~~tson chii~en'

e.behavior'of

",-';'.'.'\'::incre~,sed rates",Of.te~bher,prais e'. In'or d e r to beab~eto.

. ~ " ,ot~~b~ie

^cihanges'

i~'chi1ch-en~.~ ~etl.avi~r

exclusivelytb:

. :') !.... ~'incr~~s~·' ~rdBe.i . lt' .S~em.s ~~~8.S'~ ~O.~d~t~rndn~ Wh~ :>

r ~app~s ,~ te~hers~ nl1tura~ ,r~~e8 ,~f disllPl!rovd~ w~~

', t~a~~s'-a:e ,~D~d

^__

~ ~cr~,a~e : ,~eir .~r~be ':i:ates.

M~ion~i .,1;'e~r-c ~ ·h

reqUi r e d·to help determine'the

' c,r c

^{c c c C C}

-..ofi?

.-.--:~,,-'

rela ti onshi p'be tw e en rates ofpra ise anddisapp~oval

f~il~i~9

^inc;eases'in ;eaC1:ler

' ~r~ise , r~te~ . If :&n tinui~g

reseaicl1'tim d st~^{supp or_tth e}'Po8itio~^that'disap'p rova l'

,~t~s

^are,

~a~f~cted

^by

in~reas'es

^In'-

te~cher~raise"z:ate~s,

then disapproval'could be disniissed-'asa_co n fo un d ing

,

. '

,

-

variabl ein'"exis,H ng stud i e s:oftncre a s ed,te acher,'prai,Be~

However,'if it cci"ul d be 8~stan1;1a~ed t~atinc re as e s'ln oteacherpi Ai s e-Orates'are-a~comtliln'iedby c;)r respondlng ;

Cincr e ase:s:

o~ de~reas~s '

ⁱⁿ

disappro~~l, 'ox:,~tes ,"~h~n di~~~~val

wou ld have tobere~og'ni'~ed^a.s

,'it.,

pos,si b le;con~oundi~9^'

" - ' , ,- " , '

vari a b l e inallst ud i e s of elevated prai sera tes ,aswell

'. ') .

.. . .

.' .. .

as'inal~behavior~?difiea~lon, 'pr,ogr~sInvo lvi nq inc r eased, ratesof praise.

,T~e P~poSes^{0t"t hi s,'}i~vestiq~tion^,are: la)-to

.

^,

. '

,study teach e rs '-natural'ratesof,praisea~ddisapprova l;

.

.

," , .

(b)'to train te a c hersto inc r e a se'their:rate sof praise,

.,1' " .1 ' _':, " _ .

an~.(e):eodetemi newha t happ~ri,sto't e a che r s ' natura.l ra t e s,-'ofdi sapprovalwbe~the y eecedvetr ain ingto'increase I

~e~,r,k,se

:r a te-s;",'The

~aucit~., of,-informat~on

^abOutthe

• ,re lati o nsh ipbet ween pra ise and di sapproval suqqes ts that

I I

C '

.'An'extensive's~ry'offiftyye~8of research theeffects'Qf"teac~erpraise"and blame'onth~ perfo~nce ot school ch ildrenco nc l uded'th a t praise has been found

g~e'ra~l~ to ~a,;~

^a

faC~1!~~~;n9 e'f'~ect'on ,'~hildre!,'

^S

pe r f orm an c e,wh e r e a s'bl ame has been'found'genera l ly to

~v~

^.a

detr~~t~l ' ~f.~~c:t

^on

~hiidren'

^S

,p~rforman~e

(Ken n ed y

I 1 ' 'J

suppo;t

f~r'

^'the

eff:i.~aCy,

^of'

~rabe

^{·h as··since,'}

bee~' rep~'~~ ^by

^several:l.nvestlgatorsl

Be~er , Mad~en'~ Ar~oi'~,

and Thomas'(1 9 67 )iBroden,Bruc e, Mitchel l,Carterand'Hall. (970);Mad s e n ,'Becke~and~homas(1969);,McAllister ,

. :, ,. .-"", ' ,'

.

Stach owiak,'Ba e! and Conderman,(19 691 ;,O' Leary an(l Be ck e r (196 8)"'S c hu tte and BopXi ns (1970);Spenc~r'^(Un);':'Th omas , B~kerand,Arms t ro ng:(19 68) ;,Wa'rdand Baker,11 96 8') ;

~eSU1~S ' c~'n8"istent

^with'-the

'fi~din9~

^{'o f}

Ken~iedY

- "

^.

andWil l cu t t "(1964)'ontea ch e r disappr.ova1 hav e'be e n sub-

seq~ent~y 'r~'ported

in several'

il'IVestiqat'i~n8 :'

^Hall,.

P~y~ ,

RAbon~dBro den (1968 ) ;'Mad sen ,:Bec,ker, Thomas , Kose r and'· Plager'

'(19~'~) 1 ','~hOIl1a8 '~t ~l. ' (l96~)

^I"O-'Le a'r ;'lIin d,Becker (1968~. The s einves'U g a tors suggestthati~creasing the

&;Willcutt, 1964 ) .

.'

" .

.,', ,

ra t e'o f.tea c h, rdi s ap pr o val behavio r,.'~Y'increasepro~lem

~

behaviors"inchildren.

lleRu.ltad.is crepantwit li.

..ost

.t ....Ue~^of·th..·eff~et.

ofteacher di••ppJ:Qval:have'bee'nre port e d by'Jotl...and. ' Millar (1.97'41:' Theybave no ted urat verbal;'u. a p p rov al

· ~.

' .

. '. " ,

.

.

iaeffeetive inre duc;:lngthedisruptive behav i o.rof• group

"on ~y^{se i tia}~i';'''dwith specificnon~~e%-bal^di s app rov a l

behaviors .

.

.

:In IIddi tion; .everalinvest.lgat:o r s havu'"at 'l:.en d e4, to.

prai~.e .~n ~njuncti~.

^with

C~i~~C~Zln9 o~ 19n~r1n9'

inappropr iatebehavio r; Madse n , Beck er'lInd Thomas (1 968) fo und tha t 19;n~ring in.appro~ri~tebeha\l~O~^{'a n d}.im~ltaneo.uB1Y

..p~rovin9·.p~^..opriate

. .

^'beh~Vior

.

^."i mp r ov e^. de"la••roombe ha v io r.:. ··

·MCAll i s tereta1. (1969)demOnst ratedt~ tthe combination

O~disapprov.l'^t';'r.U.rupt:.ivebeh.vior~

."n"

^{pr ai s e}f~r

ap~ropr~ah'

^{behavior s}

s~s~~t1.allY 'red~ceci

^t.he

iD~~denc~

: I

i (

\

L

DeB~it-'^therepeatedre·~':t~'^ofth~'eons1.s~ency of-Pt'a1.~easa~i fi.t'_O fstud ent s' be~Viot'l!I,andt~e in conc lusive report s,of the effic acy of disapp roval= at

Grant, Dil y".Glynn, 1978:Wb1,h,1975),

" . -- . - ' - "

· '.Nc:'tinq_t~e.:~ll 'd~~ent.ed benef~C1.al.eff.ec .t of

J '/

·teacherpt'ai a eon st u d en tbohaviot', and,the naturallylow'

~t'.ise r.t~~":

^{oflllany,t each"t's .}

-'t'elleat'ch~t's ~"ave f~equ:ntl~

l :l l

·.··. _'~ 1 _.

'.~:~

: 1

,7

<:

(

.~,

. ;

.

^{. - :.}

havebeen'utilized by these inves t iga tor.s.-These techniqu e s

hll.:ve '~ee~ "reVi~~~d exte~8ively b~ ~pe'ncer

^{(19771 and'each}

engaged intrainlnq.teache rsto~ify'their praise ra t e s ..

(c·i.ark;:-Mac~ae,

^..

I~

^-

~ . ~~i~ . - .~91~' COS~ai,rt)~~~ ', ';~"

Hop kins,1973, Hall. Lund" Jackson,19 681Ma~sen "Becker

" Th~.,-, ^{1 9681} pa~-80n,!O:

^{•.BlI.e r}

~ _· B&er·.

^19',.;

Ru~e~

^"19721

sa~dllr911.s . 1 972,

spence r",_19 17JThQrllaIil etal.1968:

v~

ucueen.c..

'sullh~~ i~751 .

^"At._least five'

iraintnq 't~~hialqU~S

.,

Th~

speicH.te.

in8~trucUon. te~hni~e/ ~h~t '1s~ , _u81~9

on,l ywrlt~e'norverba linstruction sto alter thep~lI.ise

., ' I

Ij

i~l~tion,,,appears

^ec-be

~ ~~ell~ble

^IlIetb;od'

oi'lnCreUi~q '

t~aChe.~s · praise

rater. . ,

. AlIe c o n d..traininq tec hn ique,behav,ioral fe e4bac k to'

~~C:her~

^{'.alaoa,ppears-to}

h:~ye bee~ e1'fe~ti

^veinrais1n l1"' _.ee a eee e e' ~ra~8erate s f.or~~ere s earchers (p a nonso,n~t .:.al ., 197 41'S'audargas, lf

J7; :

Tb~S ,1971),but not forothers'

,(COssa irt et41.',

'19 7 3 1

Ru"l e,1972>' ··I n addi tion-"to the questionable effi ca cyofth e feedbac k,te~h~iquei~ra1sbi9

, " ", . , '-" '" ,.

(i9 75) ,techn iqUe'll.ppear~d^.ecbesuccessfulin increa'sirlg-':

.teac:her~ 'pra:ise"ra tes , th~mod~lHn:9and,fe ed ba c k,aspe cts of the'proce d u r e.c6~1d.'bel,lnaCceptablet~,s OJ!Ie , t,e{lchers',

11:fifthtec~ique"for'a~tering't ea c her be ha vior i~vQlveB^{cueing te ac hers'}to res po!l-d'in'::",manner prE!Vi o u siy.

' arrari~ed.

^{Bal iet}

a~.

^(1968)'

suc~essfuliy' . ~mPIOyed ~'

^visual

q.ue'to,·:promp t te a ciher.s,'t o"

praisell.~~ropriate, ~eh.avio~.'

W1t:h,: risua.l'

'CUE!:~ howev~r.

^there.

is-.;~e dis~dvant~ge

^,of

,,'het.e ac he r s·

havi~g

^{to maintai n}constan tvisuiil.co:nu6t with,thepe~~ondi~pe~sing:,^{the:vi sual'cue .}

A'fourth te ctifl'iquewhi~h'ha~^been,~sed^,succe,ssf ).lllY

,''' ' . ',' ,

'.

~ t;h~~d t~a.ininq·,pr~cedure fok ', ~levat+n.q',tea~her,~

^':

pra ise rates'isde s c ribedby Rule (1972),asdire~ctinter:

v~nti.on·and,~delli nq·.: When dir~ct,i nterven tio n'is·employ~d.

atra~nedob.s erver p rad sea appropr~a t,e~eache r.behav i c:'r~

and, whe n

'a

'teacher~xhibitsinappr opriat e'"behaVior .th~

obs erve r take s chargeofthe,class andmode l s ' approp r i,a t e

. ,,' , ' :.', >, , p , 'c, '..''. " ' ""••

•f behav iqr.' Thi sdirect int erventi on proc ed ur eappe a rs

effec~ive

ⁱⁿ

C~.~9~~~ ' te~~her'.·b~h~Vior''' ·hoWever,

^{Jtal so}

may

be

ave rs i ve'tO,many teachersalthoughthere ap pea r s to

'I i

\

A'variationof.theHa~l'at a1. (19 6 8 )'procedu re was'ut i lized byv~n:'Ho u t e nand:Su l l iva n(19 1 5')'andspen~er (l977)'~.- Th i s'varia~ii:)I1.emp loyed'anaudi t o rye~e asa te chn l q'u e"to pro mpt

t~~Che)8 t~ elevatet~.eir

^pra!l!le,

- rates ~'

Becauseau dio-co e i ng followi ng pr e v i ou s instruction s

I,

to,teac he~s_was~ff ecti ve'in.i;ncr~astfqthepr~ise_ra~e8 o:f....::.;.

41'1~he,tell.chers_~,n_both^theva.n,~?uten ,{l975,)^and.sp e n c e,r -.(19 77) ,stud,i es,~dbec,au s e.~histraining- method,iseco~om-.

Leaj., ea) li ly lmpl emenbild and'mi nimai l ydis r up U.veofnoI1:na.l

r ,"' ' " ,-': ".-' -..., :

clalJsrOOIll rout.in e ,.Eheaud i o-cu e i n gpro cedureappears to

" '. ," " .. .:, '

bean"exce ption a l lyeffe ctlvemet ho d oftrai ningtha t

warr~t~ a m~~e. 'd~ta'~led

descriftio.n.

In bOt h theVa nHouten and Sulli v a n (l97Sj and the

s~'n~er :-

fI 9 ?7)

'studi~s';,

te a'6hers'were.ask ed to

pra~se~'Bo~

pre':'~ou~ ~y'de fi n e d,appropria t e'b~haviorswh e p::t,hey'h e'a rd ...

~ rand~ly' 8~hedul~d .t~ne de~ivere4

^{'fro m.a.cass'ette}

· i:ec~;df,!r .

. . . '.'

" .

'.' '.

ra t e s stabi1ized a,t rate smany'.ti~s.~i.gher ~hantheir basel ineprais~,:ra~es; ^{One d}i fferenc e beeween'thetw.o .sflidiesl s

't:h~t" the

te 'a c he rs,inthe Van.u"Ou t en

a~d SUlli~an

(1.97~ \ ~tUdY" " awa:re ·th,at,."the6b s erve n ,pr e s ent:'It"J~e thereto assist ineleva ting te a c h ers'praise'rate s ,wherea s

c:

, .- ' -' ~'

~se~~her;^{ha v e}~ften'manipulate~te ac her'~ra'iB~^.

.

.

^{' . .;}

Fewresearc hers.·though';havere~ordedwh athap pensto

hat~r~l- 'r~~es ~f: te.ll~her·dl!lapprOV~l ~~n te~~hers" rat~~' .

ofpra b e-:a r e lncreas edthro ughtr.. lni.zJg. cossairtat 8.1..

. ' _ .-.- ,.

1973)·re~r t&dthat, ~he~t.he,p r.a i s e ra te sof_:~hreeeeeene ee were inc1:"eased.the~eapPeared to be no siqnificant ch a nges

i~-:thei~ di~'approval iateBlh~ever. : these lte~chera' ~d

^"

ve ry/ .

'16~ baseli~e"rat~B'

, ', ' ^of

diBil~~~O~~'l

' - ⁱⁿ"^c:om. ^{fari so n}.." . ,^with'".

bas.e:

7;e

^',r<ltell,Ofd~s~p~r~val-r~c~r4~dinBorne._o therBtud~es .(TbomasetaI.,'197SI'~ite. 1975). ,The s every low rates

in the rates of,d i s a pp r o v a l.

, , "- ,

'o f d i s a p p r o val\emi tt.ed by thec~ssairtet OlIo:( l!i73l

tellc:h~~s . m~y ha,~e, eireat~~ ,'a ,: "f,~o~r '~ffec:t·,

^that

~oui'd~ave

precluded,the,recordingof further,s i gni fi c ,,::n'tdeclines '

. . .

Consideredin,l.Otal»;th eli tera t ur e on~hie'~pic '.

sugge's~~' th'at" ,pralse a~d r:Iis"pprov~~,

^{\ilre .bo t h}

~ff,ect~ve

IlIOdifi~rs

^of

be~a'''ior l ' howev~r .

^the

" li~er"ture ~lso ,

^{BUg;eat s}

thatth~, .consequencesof the"interact. i o nofthesetwo variables,is·<1.subjectthatrc:-quires~ddition.!ilresearc;.li.

Fu r ther clarificatio'n

. 'of

a possib le, ,r el^{', . - '} a ti ons h i pbet~een praise,an d'di s a ppro v al may,Have im~nt:.implicationsfo r

I " . ' ," " "' " " .• ', '" ,,'

:boththe~~is t~~nd,~~a~dtiOners...:

It

futureinv:stiqa~rS wer~,1:0d,emon st,r a t ee~~her,II"direct,or,inv e rs e,~ e l a,tion~hiP.

betweeni~creasedpra'is'e"rat esand subsequen t ~aturddis-

i ' ·· 1

11

, " , , , ' I

re sul tant be h a vi or.

Ch~~geS

:nay ha v e

~en "' ttribut~ble

^to

',~" ~,II' "

.moreth~.·jus tpra~se.:.Eit.her eliminatingthepciss ib~ lity

"9!'" J

of'are lationS-~iP'betv~enpraiseand'di__pprova~or estab- lishi ng'

a.

def1~ite^link.beh;ree~^'te a c he r praia,!!'an·d'disapprOval.

"

)

,

approvllIl rates,thendisapproval lIlay becomere cognize d as

'",' po s sible"

c~f~undin9

.vari abl e.."i·n.

_rea~ar~

^-and/or'

~havi~~.

·rr:

^thatdo

n~t cori.tro~' for. ·~.i'a~pp*i _rate~.A"'h.en

·deal i n9.specific411ywithpraiserespo n s e a•.PoreX~le.

'mOst of

~he p~eviO~slYcite~- i~v~~~i9~ti~n~

^_that

h,~~

a~t~ibuted~l9n1flC4ntchanges~n ehllt;tr~n'8'be h a vio rs_

·so lely~incre ased.tea\~her_

praise

ratell o.ppear i,,'ot to'ha~e' consid ere d t.he

~Slll~i litY

^that di sa pp roval

rat~s

^mayalso

·

h~~e

^..

Ch~nq;d~· a~ p'r~ise

^{:rat es_}

~;e~h~n9~d . tBe.Cke~'

^et

Il.~

^•.'

':19 6 71Bro dinet.aI.,19.701Ha ll: Lund 'Ja ckson, 19~.8 ;. · .:.MC~lli8te~~.t

0.1 :,

19 6 91spence'r ~ ~9771'Ward-'Baker ., ·~968;

etc;). If.suc hIii ll\u ~tllneouschll.ngo s occu r r ed,.the nthe'

. " . . . . .

would help the task.of understandi ng.t h e~f f~ctsof both

\"

~c';~se l~tt.le att~"ntian h~.

^{been fOcus ed on'exp{aring}

a

~~,sible.;ca~neCtian ,b~~'!"een

^{rate s ofpraiseand}

disa~raV:"'l

the reislittl e ev idenceavaila b l e to slS9ges t t,heprobab le

. . ' . ' .

.

'natu re~f ~ere~~ tionShip. ^ae.le ast three~e~atia"nship~

~ybe~.8tulated~ ,',alno~hang~in,db appr a:;';alr~tesas praise:r a tos~re.increa,se~.(Coss air t.otal.,1 973):'(h)an in c reas e'in'd~s"pp.rDva::·r';'t.es"'s,pr,aise.r'ate~'are.:inc~cased~-'.

P,8rha psbecaus e,Ofth e POSSlb1litya,:teache~B':becoming:

L {

\

...'.

\ .

^{. ..}

rno~ , a,~tentive

to'

all-'b'~haVioi;-,

^includingin a ppr op r i a t e

\:

o~es

^.while

t~ei

^are

bei~9

^trllined'

t~ ^detect

and pra'tae appropriate

· ~ehaViO~.; _{I · · .}

^and

_•

^tcI·

_.

^a

d.er~a.e _...

ⁱ

_.

^{n <1i••}

_. ppro~~' _....

aspraise'rat;esare increased. Althou~Ii-_theliterature

\ - .-·1. ' . ..

con c errrfnqa possiblerelation~hiP.be,tweenpraise,an d dis.- appr o v al is,'sparse',.",ha t evidence

does

^e?Cist.tendsto support'

"I ",. - ," . '

the third alternative ;t.hat~i8 ;that disappro val:,ratell

." , I. · · ..~ . -' , .

decrease.aepraise-reeee:increase. While this'iIlternatiV~

.is

nqt'

tn,acc6 r dwith'the'

cp~sairt/

^eeal•.

ii g '731

finding

Of'~ : Ch~~ge

_{' ,."}

' ~h

_1,

disa~~rov~l;'

_{"- ' , ',}

~ah~

_,'

as''':praise

_{,: '. •}

'rat~s

_'

,in~re~~ed,_

_{'.' ".}

.

a careful analysis of·"theHadsen,ijeckerand Thomas."(968)

• 1 . . . . , , ••' : ,.,~ ..

st udySllgge s t s't h e're l a tions hip between prompted'praise and

~'~ntane~u~' reduc·tion~, ·in. di~appi~v~l ' ~y

^,be,

reciprO~~ I.

' _ ' -I~', ,",' . ' ,,, ., " . _ .

-

The s e inVestig~itore^' a t t emp t.ed .eo.requ~epz'ob Lem behaviors in.~ild~en-b y:sev;~ral.meana includlng-':,manipulating., te~chere^,:prais'~rate~;implementingspecIfic cl ass r oom

iUl~S~

_.

' a~d

_" instiucting

_.

",teachers'' :

~o -ign~re ~n~ppropriate

^' '.,

behaviors-.'Theirresult~"ltldicat~.a'~n~ in':lous' dE!C~line:in the,'r a t e

.Of,

disapproval,o~er,'t hed,u.rat;ion~fthe.1 n ve st l-, . ga~tion'•

.Given

.the

Lnc Iuafon,

'i~, the l.nvestiga~ll?n '~f

instruct.ionsto eeacuer-e to,igno r e.inap propri at.e behavior i'::"therthiU\

expres~ .dlsappr~Va1"

^{'t he'}

ste~di1Y ' deC1ini~~'

dis~p~rovaJ:'rates fepQrted.byMa~sen. ~eck~~^and ~homas (19681 cennct;

!?e_

in't.e rpre t edas a'sponta~eo~~reduc ti~nin 'e xp r e s se d disapproval. However; Mads'en ; Bec ke r andThomas

.

^/.

r;

. .r

..

,

l

.> ,

;:';\'}~W~#}a~4

13

. .. . .,. -,. -. .

(19 6 8 ) also incluaed inth e i r experiment a secondbaseline

(" .",' .": ",. ' , ':,', . ':. ,"

pen.odduring'.w-hleh no instructions were,gi ventote acher~

and in.which adecline'i n disapproval'races wa s also ee- co;rde4:

_,-

_.This

_resu~~ te_~dS'

^to's u p po rt the

pO~iL.on. that,·~

- : '". ' -

.

^{. ~..}

possiblespon t a neousdecrease in,disapproval'o c cursas~

pqise'ra~es are ·i~cr~as~d. ; This ' ~.~pport

is

qua;if.~ed~~

the fa c;t that-it is impossibie'to :sepa ratetheinfluence .of thel~stru~tionsthe t~'ach~rs:r:eceivedprevi ousl ycon-

.' ".-: ,", I,' : .c,_: • .

carning ignoring inappropriate' behavio rsfr,om,who l l y spont;meous,r e duc t i 6 n s indisap~roval"duri~9the'second

. ... .. . ,. " " '" . ,' ',." , " ' . ';

baseline period desc,ribed-by Madsen,.ee c x er and Thomas

. . ~ " .

(1968). •

.'A~diticina~'.s~pport^': ~lbei^t,tenttlt~^{ve Ill,nd}"i n d i rec t~

.f o r the'po s l t l o nth a t disapproval rate~,lllaydecrea~e:as

p~aiserates increa.s'e:maybegl eanedf,ro'\llthegeiI~ral .iite;",:~ure^on pra~~~'^and~us,:,ppr~";'ai:'·.'~it~'ratu~e P~~ViOU9iY

Ci~~~ , re;e,~~e~!t r~po~ts.,t~at .~ncrease~ : p~aise

^{,r ;te s}

,~ppear

.t() increaseappropri atebehay lorsand.,d e c r e a s e,inappro-

, ',' ' : _ ' '" '.J ' ,

priate,~~hav1.0rB,. ~huseeeeeeeem~y, ,a_~the~:>arei~c:a:::eaaing their'p ra i s e rattes" be decreaE!'in96imlilt~n~ouslY:.t h e

'n~e;t"a o.~ 'inappr~pr~a,~E!,~ha~io~s

^{to.Wh i cC}

th~.Y ~\lld

ordina~ily

^resporidwf t h disapproval,t,h'eby reducing

/

...

^{. .}

their'dL8approval ra tesaswell~, Althoughvarying effects'

.. . ...

/ . .

.... .

o~ d1Ba.ppro~al'on behaVior, .hlllv/been note d ,th e,most frequ.ent'fi nd i n g of thestud~esreviewed'f o r'thepresent

., .

,-

^{" /} ,"

.investlqatlon.;.JIas,be e nt~,edecreases.'in disapprova l rates

,',

" '.":" " ' , ' ,' '," , ' , .

~~creasin9prais.e.ra.tes

by

al~oreducinginapp~opriate behaviors;, If,decr~asin9'.^{rate s} ~{: <li~ap~rov~l'are'co~'"

:tribut~~9^tobeha~ior'cha,ngeS^{,W,hi eh}"ar~ identijl't~,~hose^'.

assoei atedwith'e l ev a t e d praiserates;then it.canbe '';

read'ii/'und~r8t~od

^why

s'~""~any' studi~i n~t;;;ont~oiliri9

' fO~ ~hanqi~? 'dls~~r~V~l ,i~:~.~ ,~

^'have

:'re~ite,{ ~~'~n~;ic'~t

^..

1decreas.i~in,~nap~ropria.tebehaviors,foll~iriq"t~e eleva~i6"n of praise---rat~s. >•

Ttie:~ationale:' ~ff~red

^abOve

' t~ sup~rt,

^the positioh

4lsappr ova l'r a t es often'ac comp a nyin~reaBesin':inappro-

. '1 " ,',"., " " "':,.' . : ,,-'

pria.:ebeha viors(Hall.'Panyanr:Rabon'~,Broden,1968, Madsen._B~~ker_,Thom~9;'Ko,s~t'&~la9'~r;.1.76'~I",T.homas

et

a1.·,1968';'O' Leary ,'Becke r ,19·68l.'"'COn s'e'q uent ly .·the

, " .,'

that

inc~~~sed prd~~ 'ra~~s

^{accompany'decreased}

' di~,apP~o~~l

tendtic

~ccompany:' i~cre~ses'_'~n

ⁱnappropriate'behaVi?,r':

'\ (Hall,-

^Panyan,Rabon' "

~;o~eri. _ '.i~68 :

^Madsen,

~~cket:.;; Thomas;

Roser'.-P14ge~,19681~homaset-a1. ','l%.BJO'Le'ary',.•'Becke r"

19681 ~

^If·the

conve~se

of this-find i ng

: c~

^be'

~ccePt~'d

^as

'l3, ,: _ " '"" '~ -." '. "_

;3:_:r.easoi:i~le ;:1.",e0:',tha;;'e~reaS~ Sni~ d~~ar::oval,r~~s.eend:

:10}()_acc~pany decre.a8~Sin,ina ppropr Lllt e t>ehayiorB ,,t he,:", 'ifdecr~'as'in9^-disapproval.ra~es^were-actua lly.a"~onfoundin9 v~riable-in's tud i e s~t:~levatedpraise'r a t e s ,.th~decreasing

.'

.' , ..:

. ,'

^.

.

disapp rova l ra t e s may be strengtheninqthe effects of

.L

.1

I

!

L

~rature. v::,

15

auditorycUei.

support~ ~be.~O.~~Qlat~.on ~'f ,

^thre.e';

hYP~th~~~.S;' .

First; the relJults.ofThomasetd . (197 8 )"and

'." ," ~

" .. . .

. . ' , ' .- .

White.,"~19 75 l sugge st:,tha t-te a ch e r s.' Ratur~alrat-ell!,of~is- approvalwill,be higherth~t'heirRllturai'eeeeeof'praise,,;

se,cond;

t~e

^wor.kof.van'

H~uten"

^and

s~lli~~n .(1~7S)

and Spencer'-(l977):~n-'a~dlo';'cueing^{'sugge sts}th~t't~achers' Inez-easeddisa~provai:r",t e s should counterbalance .the decr~aBe6^{'i n}inapproPZ:ia~e·~h.aViorS asso~i~ted^{pi t.h}

",

.

^{-' -. .}

,Ill.;'19 6 9 ; spenCer,:19 77;Wa r d , Baker~.1968); ·Thus ~ t:he

" co~~ent~o~

t.:hai.

d~sa~p.rov~~rates iricreas~_ a~ : p~~i8e. ra.t~.s.· .

increase appears t'ohavenos.upportInth~,reiev~tlit"..:.

':in

~'~tiCUlar.

^and

the p~ai~e

^and,

disapprC?va~

^'Iiter!'tu;e

in qen,eral~uggest^{that t}e a c he r.di~approvalrates "will

d!,!~~~as~

^_

~~n~omieantl~ ~s

·t e ac he·i·pr a i s e

r:,"~es a~e increas'e~

throp g h training~

.

.

. .

.

;ch~9'ein"behavior', In contras't,

the

stUdies'ofthe effec t8

'o fpra isegener~liy're po r t'aignific~ntd~cr'ell.SeBininap_~

pr~p~i~t~ beb~vi~rB

^.(e.g,.

~

^{Beck'er'et.a1.,}

19~7; ~~ode~

.,etai.,.i97 0: HaU ,"Lund'"Jackson;'.1968JM~Alli8t~r et^j'

!-

I

METHOD'

.;t e a chers.

The'

recr~it~n9 '~f, 'pa~ti~i~.a.tirl.~:, teache~,-·for"

^{the ,'.}

.

· e;pe,:"lme~t ~a~racco~i'~~he'd , ~ '~~~i t~~q :,va.i-i~':l~·'~~61~ ,~"nd'

^:

(lI~s~ribing'th~'inVesti~9~t.lon'~8 o~~'con~:r~ed'~ith tM ^.

recordi~~

^of

va'~1~u'~:cla8sro~m"~eha~i6rs ~ ;

^No

~~~~~~~ , ~;::''~.

' th~ de~ndent V;~18:ble8~ ~pr~ise

^and'·

d~aap~rov~l

^«,

w~s. m~d.e·~· ·

'Pr o mio ur

ei~'~tary

^schod:ls'

~der th~' ,juris~i(;ti~~"

' . .' - . ... . .. . . ' · ;· 1 · ·· ·

,~,fthe.,"v alo n,c:.o~ s.o,lidate~sc~o:l.~ard.ins~.,J~~'4t'

. .

;. Newfoundl an d,,24. ·el e:oie n tary Bchool teac h e r s (lllfe"iN.le~B

~rid .6 mal~ ~) ~6J.tinteered

^to'

part~~~~at~, ',in' t~e p~es~~t'

''- ' " ," ' " ' ,, " " ', " ' /' ,,' .

investig~tion ~,

The

^{teachers:va r ied,.in}:a,~e ,.,;Le v e,l o~:-.

.. "

eXP~~,~nce: an:d~9ra,de ~~~.e·l \(~r~d~a Jt.:,t~;, ~l,X) :, :~ee. ~~~r~!diX

,Afor'a,summaryot:information

:' r

abo ut' the,

"

participat

"

ing',,'

' . .

a'sl;;gnedto one group,~h.ichwas exp ose dtotwo-ba s e line

Setting .

. Thfs'st U:d y was

conduc~ed

^{'lj,n th,e}

nat~al

^classroon;

se t t i n"g'of each of theteache~s :i.~vOlved.

17

.

^{, . . . ., . . '}

-co~ditionsldo ub l e-b a s e l in e,g r o up). Thl'!"reJllaining

Ii

were i3itd6mlY,assi9tledto;'4aeccnd group",,'blehwasexpos~dto' '.a.nIy

~ne' bas~line -c'anditi~n'-(Sinqle-baS~l~ne }Jro~) ~ One

teacher from thesin g l e-b ase li ne 9f,0UPwaaexcludedfrom

" .

.~eexPerimantaf,terthe firstbas elinephase~cause' .'her-naturalr,ate'of pra~se."'ag'.not atall,consh.entwith.

llt.:t:hat,of,ther~mainin923 teachers. To~q'qate'the

,two

groups, one.teacher wasran~tel imi na t e d,from the double,-baselinegroup.

Apparatus . ,. ;

~onY.

^ceeeeeee

Reco~~er- ~~~~sed.

^{theauditot;''cues}

~:::dn:::. t:~:r::::~c~h:~:k1:::~~ <::::1::" _::~ . .

:t:one·was)pre se n t.e d

accordi~~ · to

^a

,;ari~le:-time,

. c o f ! t J ).

probabilitys~edule^at ~,mean'^{rateof cne}toneeveq'two

-. ." . " ,' '.." ",; ".1

IIlin,utes,~or,~ach,o fthe-tD-minute observat,ion,s,essions

•,d u rbtg.theunexplainea-ton~.·phas~

an d

thetr e atm e n tph ase

,',

-(ca~ia

^{Ii',ReYnolds, 1968.1Ze iler,'1968).}

-1

~'.

",'r:::.:.:._'_'_'.__,_ "_Y_,_" _ ;-',

, ,

observerstrained speclficaliy for' thisexpe rimen t.

T he

. , ..' :' " " "" '

trat~in9 prO?e~dedas,follows. Ini tia lly,:bot ho~servers joi ntly recorded on protoco l s th e prais e' and di s app roval behavi o rs,of two,dtffe~_ent'^{teachers'over.}f.o~r,^{ao-e tncee. .'} observati~nse s sions. Next,--'bo th,obs erver s'att.e nded-~iqht addi~ion~l20-min~tqsessi~nsandreco~ded,independ~ntly

, ,

thepr aiseand disa p provalratesof the two previously

.' ,.' '. " .

'.

observedteachers',neit he r of•whomwa s invo ,lved inthe experimentpz-opez-,

Aninterobse~e r r~liability check,.c ompue e d at.

tl).is time revealed,thatboth observers: we r e yieldingco n- .s!ste n tly

'simii"~r'

^{data and}

t~e ,t~aining, peri~ t'e~in~'ted

^.

l Reli~biH~y ,

f'or pr;;"ise,

9? ·.

5\1,

relioj;)il~~y for disa~~ro~a~ . FOll~ln~ ,

^{.t he}

't~ain~ng

.per1.od;al l

,'e~erim,~nta~"

sessio ns we r e oll,ttendedby one,observer except~uringfour

pre-.schedUl~,d, , ·reiiabi.litY-C::heok'"s~ssions ~ade

throughout allphases of,thestudywh e n each'observe r lnd'ependent ly ra t e d.the same 2'O- 1llinute's e s sio n. Theresu ltsofthe~e checks,are.pre s ent e d in..Chapt er4.

Method~ofre co r d ing.' In'accordwi t h the Van'Ba ute n

, "

and:SUlliv~',(i 975l pt:oced~~e,observationse s s i o nswe r e'.:

eaCh,

of

:2 0"

~in~tes ~uratio~:. ,\E~~,h ' ses~'~o~ '

^was

,d!V~~~d Int~

ten in terva ls

to 'facilitate .da~,:~ecor.dinq.

"

^""

' ,I,'

I J

In o,r:d~rto,mini mi ze"t he possibi ~ ity

°

" " "

," ,

.memorizing the cu'ei nq'sched ul e,thre e cuein9,tape we r e

.

^.

'~ach'?ther"',w'~il,e~~inta~lnqci.:..ea npresertat!o n,rat e,of

: . '

onecue everytwol'Dinute s. The threetapeswere randomly

r~tated'~t

^each

'sessi~ri

^{with each te acher .}

oefinition of Tertlls

.

^{'. .}

i twell":(commendation),and ~That'sthewaytodO~it"

(~ndorsem:e'n~).

^{' . ' )}

. ' .., '' ' .'

rid i c u l e " censur e,disdai nful correction, andp;iv l1e ge deprivation thllt'wasmade by the t~';'cherto an indiv id ua l

. .-

' " '.

,Tea ch erprai s ewa sdefined"as an'ypositive verbal

, ', ", ,'" ," , . .

comment (not co~t~ngent·onanyspecificbehavi~r)expressiriq app rov al, conmend ation,·ach l e v eineri.. tor end o rseme nt thatwas aa~e^bythe~~acher^to.aniildivi~ual~hild,

/I :

""roup0;

chlldr"e n'i n the"class or"the"c la s s asawhole. Pra ise words, ,

.,"

'." " " ,,',: ;-

~hrasesor s~nt-;nc esi!'-cluded "That' sgood ',~ (approva ~),

''' I',l ik eyou,'youmake~ehappy" (approval),"Yo u- are dOln,?

.

^{, ', " .}

chIld','

,

a gr o up^{. '}ofcb i id r e n^{, '}

In'

^"

the

class,^{. /}or the.cre asasa.:

who,l e." '. Di s a pp r oving ,wor d.$", . " , . phra s e s. ,or,'se n t ei\c e s includ ed ':'That ' s wrong ,don't'do'\:-hat ,"--..Sto p',talking....':'Yo uar e ',wast-i~9-^time...·wIftoudop ' t sto p ,.you 'l lbepUnis hed."

. , , '

.

.

Te a c he r,'disapprov~lwa s'~efinedas'::anyn,laqa~ive Iverba~comment (notconting'en~on any specifi c'b e h avi o r )

ex'pressl ngbla me,cr i t i c i;;": ~~olding;"^threat,di s s atisfaction ,

20

Fo reach't:'each~rpra~seresponse,a"p,lus (+ 1~ark

wasplacedW:ithin the,in tervaiin wh.iCh'the praiseiespo,nse

~~curred _ separat~ word~; " 'Phrasee or ·5tat.ement~

of

pr~iBe

'..w,cre,record'~d'a g"i n diVi di:!a l prai-se,'respons~s le.g.','~fa"

teacher said "You'are doing·g r e at ,.

and'

yo u"rea,g ood boy"

1

1

insequence toone child, then'two prai se"res pons:es'wer e recorded.,

Forea chte a ch e rdi s ';"ppr o valre s pon se'a minus (-').

Theba s i c'par a digm"for this'study was ~ ,quasi-expe r ime nta l de s i gn,inw~ ich repe atedme a sur e s

. " . :', .'--'" . ' , .' .: . ,', /

"we retakenthroug hout ,thebas eline and trea.tment,per i o d s.

'~An~pbr~ant"charactei-i~tic,?i^{tli i ;;},d~s.ign^is'tha~.·^ali

s~je'~ts

^{sevethro u g h}

~~ch 'e~periment~l "pe:ri~d Simultan,~

^...

\

, \

,~=~_,.J

Experimental Proc e d u r e

, ' ,' " .

~rk^{was,plac ed'}w~tt~iQ::^the'i~t,e~al:'~n^{which the,}:(,lisappr~val;

re s pons e Occurred., Sep,}~atewords .-p hr e a e a or sta'temen ts of'disapprova l we rer~corded'

as

^{:i ndivid ual'}disappr~val

re'~po~se~; e .~'-;

^if'il,

~eacher sa~d

"You are'bad today aed

,yo~ ar~^{g_etti ngon}

ror

nerves" insequenceto one,chi1~ ,

~ent;wodisapprov~l.ee s pcee e ewerer~ co rded~

The.frequenciesfor each

o~ the 'p~ise

^{and.di s-'}

,j . ' " . .

appr~valb~,havi~,rswe r e ' thentotal.led.for ea c h 20-minu te,- obserya t ion s ession (see,Appen di xBfor ~,sa:mple·.re,cord· form ) •

",r.

:I,

I I

I

I

1 ~ ^__ "~_'"""

r:..

I

I ·

I d!"

I '

.12 1

( . . . .

ous 1y. Thisproce dur e differs,fromthe,f r eq uen t ly employedmultipl~-,base~lne-te~hJ\iqueln, -wh lch s~jects

~ay riIov~"

thr o u g h'e a c h:

~xperiinental , per~od .

at different

,", . - , ', -. '-,

. : ," " '

t imes. ·T h ernU~tiPle~base line ~eChn~q~""~~lnsideredfor .th e pr e s e n t stu~y,howe ve r . ifthbtec~iquewereutiH z e d

in thepresen t.'inve st iga t io n th e"'depe nd e nt variabl es-,

. . '

..

.rate s of praiseanddill a ppro v a l."c buld bec6n~inated .

~Y~he , ireq·u~nt

^•.

natu~allY

"occur rin g

int~ra~tion~ amo~~,, "

the

participlJ.tih9'teachers~'

^Ino'rder

^to

roiniinize such

.~

' ~ont~i~~tion i~

_{, .}

-. wa~.

. ' .

1mpe~ative' th~t.

^.

ai~ SUbj~~ts

.~ "^be

involvedin'eachex perilnenta l:p h a s e8irnUl:~ne.OUS lY.: Th is.

constraintnecessitatedthe us e ofthe prese ntdesi gh.

ev~n it~OUgh

ⁱ

~·is 'aCknOW~~dged'

^that

't~e us~

^ot"

~his "~esii:Jn

^-

can .i~~o~:·s~e 10s~

^of

e~perimental c~nt~~i ,;due

^'to tl~e.,.rela~ed··s;;~J;:e's^of'variance .',Inth~^pr"esent Invea-

. .

/

^{. .•.. . .}

Ug.~tiOh. thesewe~e CO~~ tl~red mi~bllalre.t~tiveto.the possib l e.10s~of con 01'inheren t in,tb"echoice o f a n:!U lt1P~.e-:basel.~edesiqn.

~.'experiment incorporatinq'~hepresentdesign was re pl ica t e d simultaneous ly'wi thtwogroups, th edo Ubl e- .base'lineqroupamith e.single-b a s eli n e,qrol.lp ;' Ata b u l a r

rep'resEmtationo(the,e~perimentaldesi9n'emplo y e d with these two,qro u ps La given"i nT~bl~1-

Precede nts:f o r the·tinle:,fr~ s ~tilize'din'al l ph ases~ .of.

t.hi~ stud~

^{.9 CCur·in}

. v~.·uouten . ·~d ~UlliV:'

^U97S)

andSpencer (19 77).

22

21.- 40 .1 1 ';'20

TABLE1

Tabu lar;,Represen ta tion,oftheExp eriJrie ntalOes i 9Jl"EJil.plo;ed . inth e Pre sentInve s ti g at1l?n ' ..

Number of 20-mi nu te. sessions 0 - 10 (

-- ;Doub le - bas eline 'gr oup'

IN..• 1). )

AlBas eline1.+·A2Ba~eline·2+ A3

Treatment

(obs ervat.ion " (o b se rvat i on :(te a ch ers,'are' onl.y) wi t hWlex- esxea^{ecpra ise}

:plained tone) whe nthey he a r r .a.tone l '

~:<A- deno tes double-baselinegroup

B~,den otessingle- baselinegroup

The,SlIIsl lnumbers(l. 2. 3) afte r t.he group

ca l l'letters ,den o t echange s,inpha~e sthrough whicheachgrouppassesdu ringtheexper~ment-.

.~

B2.'l'r e,atment .'(tea chers are.

ask edtoprai s e' ....henthe y'.he a r

".t'one l':

Bl Ba s elin e 1 (ob s e r va tion

~nlyl

i ·

1 \

-~,.-. :::.~~~ . ... J

Sin9'le~

basel ine group .(N," 11)

teacher "pa rti cipa t e din four:daily.ses sionsper·~eek.

The. t.b ie'of t;he ~ayfor the~es~ions,v~ried,

1?

accord wi t h thete achers'. ·sc h edul es ..

.'

.

Bas eline 1. Bo t hgroups·partici~ateds~ultaneo~sly inthe ffrs tb~seline~^period~hichi~volves¹⁰observati on

/ ..., ' i , . I'" ,." " , .

se"s sion~fore~Ch!f.~he.2.2 t~a~hers-.~xper.imenta~condit~ons were the,saroe for!j0th g r oupsdurin g:hisper,i Od., The.only

.change

.fromnorm~ l'classroom ro ut ine duringthis baseline was that.an"observe·rwaspr~Bent .

: ,Th e

.eeacneeew~r~?o t awarethat th17'_Ob~er~er,^{was rec ordin g}th~ir^ra,tll7s~f^praise

BAseline 2. 'o n l y thedOuble-base linetea~h~rd­

parti~ipated i~ ·' ·this,

^second,

' b~selin~:· ~riod.'·:' ·This '~riOd

inc l u de d'.l Oobse rva ti o nsessio ns for ' ea ch'of the 11:

. , ' . " .

teachl'ir~ .· Du"rin g'Base lin~ 2 the·'t rea tment,app ar a t us ,.i.e., the '

tcirie·,

~?unded·by

a

cass·~ttereco rde r., was:'oper~ted'in

.

.

.the-sanie,m~nner,·as l nthet~eatrnen·t,pe,r~~"exoep~"th~

I purposeof the,tonewa~.no t'i~.XPlaf?edto the teach ers . Thete,ac~erswe r einf o~edonlyth a t the observer,would~e meas uring the effectofthe tone onclass roombeba vior.

,The,purpose~fBasel i~e2,~as,t~mea8.ur~any effeot of·theexp'eri~entalapparat.9s, uaedin·,is;oratio~,on te ac he r

·ra~e ~of,praise,an~,~i8appro,val.. .

'l'rea tme n t;'-',.,Fo llowipg Base li ne 2,all~eachers-were informed

th~t th~1r pr~i~e

^rates

·h~d

^been

~ec~rded dU~ing