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    Increasing Paraprofessionals’ Praise-to-Behavior Correction Ratios and the Effects on Young Students with ASD

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    Genre
    Thesis/Dissertation
    Date
    2019
    Author
    Solkoske, David
    Advisor
    Hantula, Donald A.
    Committee member
    Axelrod, Saul
    Dowdy, Arthur
    Fisher, Amanda Guld
    Hineline, Philip Neil
    Tincani, Matt
    Department
    Applied Behavioral Analysis
    Subject
    Education, Early Childhood
    Education, Special
    Asd
    Contingent Praise
    Paraprofessionals
    Performance Feedback
    Praise-to-behavior Correction Ratios
    Young Students
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2429
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2411
    Abstract
    Contingent praise is widely recognized as a universal, practical, and highly effective classroom management tool. While previous research has examined the effectiveness of performance feedback to increase teachers’ use of contingent praise in the classroom and to observe its effects on students’ behavior, no research exists on the effects of increased ratios of praise-to-behavior correction statements by paraprofessionals in the classrooms of preschoolers diagnosed with autism spectrum disorders (ASD). This research was conducted in an urban, specialized pre-school program, for young students with developmental disabilities. The researcher implemented a performance feedback protocol, measuring two paraprofessionals’ ability to achieve a target 1:1, followed by a 4:1 ratio of praise-to-behavior correction statements. Students’ on-task, off-task, and disruptive behaviors were also measured. Results demonstrated that: (a) performance feedback was an effective and well received tool for in
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