Specific feedback - research!

Myers, D., Simonsen, B., & Sugai, G. (2011). Increasing teachers’ use of praise with a response-to-intervention approach. Education and Treatment of Children 34(1) 35-59.

Summary

Study Question

The study by Myers et al. (2011) looked at how applying response to intervention logic to support teacher development, specifically the use of praise, would effect the teacher’s feedback. They also looked at how the change in the teacher’s behavior changed the student’s behavior in the classroom setting.

Methodology

This research study was in a urban middle school in the northeastern part of the United States. The school had over 1,000 students, 90 teachers, and had a significant amount of students who were on free or deduced lunch.

The teachers who participated in the study volunteered. Seven of the teachers reported having significant behavior problems in their classroom. Base-line observations were conducted in order to determine the ratio of positive to negative interactions. Seven teachers were observed, with three of the teachers not continuing to participate in the study. In the four participating classrooms, three students were randomly chosen to be observed in order to collect behavior data. During the study Tier 2 interventions were staggered throughout the study, while Tier 3 interventions were implemented based on the data collected from the Tier 2 interventions. The dependent variables of the study were the teacher and student behavior.

Findings

The study showed an increase in the teacher’s praise statements and an improvement in the specificity and differentiation of that praise. There was also a downward trend of the student’s disruptive behavior and an upward trend of student’s positive behavior. It was not possible for the researchers to determine if the interventions had an effect on the teacher’s evaluation feedback.

Limitations

Limitations of this study included that the intervention took place in the school setting. There are many factors that cannot be controlled in the school setting. The observations of behavior also all took place in the classroom. There was also no way to confirm if the students who were chosen for observation were really chosen at random. The teachers who participated also volunteered, making it hard to determine if the interventions who be as effective on less willing participants. The last limitation that is listed is the setting. The study was conducted at one urban middle school.

Connection To TPEP

This study connects to criterion 5 of TPEP in that it shows that if you increase your acknowledgement of compliance to rules and procedures, you will probably get a higher rate of compliance. It is important to remember that a fairly simple intervention, such as increasing your negative to positive ratio, can have a big effect on the climate of your classroom. The amount of behavior issues also decreased, which shows that you would not have to apply consequences as frequently if you increase the amount of praise you are giving.

Importance

It is important to remember in this study that the praise given was specific to the student and differentiated. I do a lot of Connecting Math Concepts and Reading Mastery in my classroom, which gives scripted, frequent praise. As a result, my praise to negative ratio is very high when I or one of my para’s are doing these teaching segments. However, saying good job or yes, that word is ________ is not necessarily specific praise. The students are also so used to hearing that this praise, that they expect to hear it.

Giving meaningful praise to my students that is specific to them would be more effective in improving behavior. That does not mean that I’m going to stop giving the scripted praise, because it is important feedback. I am going to try to incorporate more student centered praise. It is also important to be aware of times when I am giving a negative statement without realizing it. I should self-check interactions with my students to ensure that I am not giving them mixed messages about what is expected and that I am not being negative in my interactions with them.