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dc.contributor.advisorTusing, Mary Beth
dc.contributor.authorFrei, Robin
dc.date.accessioned2013-01-14T16:56:18Z
dc.date.available2013-01-14T16:56:18Z
dc.date.issued2012-04
dc.identifier.urihttp://digital.library.wisc.edu/1793/64244
dc.descriptionColor poster with text, graphs, and images.en
dc.description.abstractThis study examined the effects of Visual-Performance Feedback (VPF) by collecting permanent product data from the acknowledgement portion of Positive Behavior Interventions and Supports (PBIS) and providing teachers with individual feedback on their rates of acknowledgement. Past studies have examined increasing specific, contingent, praise to students and found it an effective intervention for increasing student positive behaviors and decreasing negative behaviors for individual students, small groups, and classroom-wide (Conroy et al, 2009; Gable et al, 2009; Mesa, 2005; Partin et al, 2010). Visual-Performance feedback on teachers intervention implementation has been shown to support change and monitor treatment integrity (Greshham, 1989; Reinke et al, 2007; Wilkinson, 2006).en
dc.description.sponsorshipUniversity of Wisconsin--Eau Claire Office of Research and Sponsored Programs.en
dc.language.isoen_USen
dc.relation.ispartofseriesUSGZE AS589en
dc.subjectTeacher-student relationshipsen
dc.subjectClassroom managementen
dc.subjectBehavior modificationen
dc.subjectPositive Behavior Interventions and Supportsen
dc.subjectVisual-Performance Feedbacken
dc.subjectPostersen
dc.titleConsultation with Teachers : VPF on Acknowledgement within PBISen
dc.typePresentationen


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  • Student Research Day
    Posters of collaborative student/faculty research presented at Student Research Day

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