Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers

IF 1.7 4区教育学 Q2 EDUCATION, SPECIAL Education and Treatment of Children Pub Date : 2019-10-08 DOI:10.1353/etc.2019.0021

Paul Caldarella, Ross Larsen, L. Williams, Howard P. Wills, J. Wehby

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引用次数: 28

Abstract

Abstract:Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to-reprimand ratios (PRRs) are associated with increased student engagement, but more research is necessary to further explore how these ratios affect student behavior, particularly for students with or at risk for EBD. Commonly 3:1 or 4:1 is recommended as a desirable PRR, but students with EBD may need higher ratios to improve their classroom behavior. In our study of 540 students and 149 teachers, we found that as teacher PRR increased the engagement of at-risk students increased, though engagement for typically developing peers did not. A PRR of approximately 9:1 was needed for students at risk for EBD to approximate the engagement levels of their typically developing peers. No effect of PRR on disruption rates was found for either student category.

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教师表扬训斥比:有EBD风险学生与正常发展同伴的行为反应

摘要:情绪和行为障碍(EBD)学生通常得到较低的教师表扬率和较高的教师训斥率，尽管他们对表扬的反应可能比正常发展的同龄人更积极，对训斥的反应更消极。教师的表扬训斥比(PRRs)与学生参与度的提高有关，但需要更多的研究来进一步探讨这些比例如何影响学生的行为，特别是对患有或有患EBD风险的学生。通常推荐3:1或4:1作为理想的PRR，但患有EBD的学生可能需要更高的比例来改善他们的课堂行为。在我们对540名学生和149名教师的研究中，我们发现，随着教师PRR的增加，有风险的学生的参与度增加了，尽管典型发展的同龄人的参与度没有增加。有EBD风险的学生需要大约9:1的PRR来接近他们正常发展的同龄人的参与水平。没有发现PRR对两类学生的干扰率有影响。

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来源期刊

Education and Treatment of Children Multiple-

CiteScore

1.70

自引率

10.00%

发文量

期刊介绍： Education and Treatment of Children (ETC) is devoted to the dissemination of information concerning the development of services for children and youth who are at risk for or experiencing emotional or behavioral problems. A primary criterion for publication is that the material be of direct value to educators, parents, child care providers, or mental health professionals in improving the effectiveness of their services. Therefore, authors are required to compose their manuscripts in a clear, concise style that will be readily understood by the practitioners who are likely to make use of the information.