Degree Type

Dissertation

Date of Award

2001

Degree Name

Doctor of Philosophy

Department

Psychology

First Advisor

Carla A. Peterson

Second Advisor

Daniel J. Reschly

Abstract

The present study, using a multiple baseline design across subjects, evaluated whether training teachers to give effective commands alone and in combination with verbal praise for appropriate classroom behavior and compliance would result in increased compliance, academic engagement and academic responding. Results indicate that increasing effective teacher commands resulted in increased rates of student compliance of 7% for Student one, 15% for Student Two, and 17% for Student Three during the effective commands alone phase of the study. Total compliance was increased over baseline 17% for Student One, 28% for Student Two, and 23% for Student Three across all phases of the study. Academic engagement and academic responding combined was increased 10% for Student One, 5% for Student Two, and 16% for Student Three during the effective commands alone phase of the study. Academic engagement and responding combined was increased over baseline levels, 16% for Student One, 14% for Student Two, and 25% for Student Three across all phases of the study. Results are discussed in terms of identifying strategies that will result in increased compliance and academic engagement and responding through the use of antecedent conditions that are beneficial to an entire class setting.

DOI

https://doi.org/10.31274/rtd-180813-8781

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu

Copyright Owner

Andrea Renee Starkweather-Lund

Language

en

Proquest ID

AAI3016747

File Format

application/pdf

File Size

99 pages

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