A number of studies have found behavior specific praise to be effective in increasing academically engaged behaviors and decreasing disruptive behaviors of students. The proposed study evaluated the effects of real-time visual performance feedback as a strategy for promoting teacher use of behavior-specific praise. An ABCBC design was utilized to determine the efficacy of real-time visual performance feedback in comparison to delayed visual performance feedback. The primary dependent variable measured was teacher use of behavior-specific praise. Additionally, student outcomes were assessed to determine the relationship between teacher use of behavior-specific praise and student behavior. The results from the study provide additional evidence that both immediate and delayed performance feedback via a wireless iPad device utilizing air-share was effective for increasing Head Start teachers’ use of BSP and decreasing the number of reprimands delivered.
","abstract_html":"<p>A number of studies have found behavior specific praise to be effective in increasing academically engaged behaviors and decreasing disruptive behaviors of students. The proposed study evaluated the effects of real-time visual performance feedback as a strategy for promoting teacher use of behavior-specific praise. An ABCBC design was utilized to determine the efficacy of real-time visual performance feedback in comparison to delayed visual performance feedback. The primary dependent variable measured was teacher use of behavior-specific praise. Additionally, student outcomes were assessed to determine the relationship between teacher use of behavior-specific praise and student behavior. The results from the study provide additional evidence that both immediate and delayed performance feedback via a wireless iPad device utilizing air-share was effective for increasing Head Start teachers’ use of BSP and decreasing the number of reprimands delivered.</p>","abstract_has_math":false,"creators":["Lown, Elizabeth"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Keith Radley","Brad Dufrene","Daniel Tingstrom"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-12-01T08:00:00Z","date_published":"2017-12-01T08:00:00Z","updated_at":"2026-07-24T05:44:50Z","subjects":["Increasing Behavior Specific Praise in Head Start","Child Psychology","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/594","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Keith Radley","Brad Dufrene","Daniel Tingstrom"]},{"key":"dc:creator","label":"Author","values":["Lown, Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-10-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Increasing Behavior Specific Praise in Head Start","Child Psychology","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/594"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A number of studies have found behavior specific praise to be effective in increasing academically engaged behaviors and decreasing disruptive behaviors of students. The proposed study evaluated the effects of real-time visual performance feedback as a strategy for promoting teacher use of behavior-specific praise. An ABCBC design was utilized to determine the efficacy of real-time visual performance feedback in comparison to delayed visual performance feedback. The primary dependent variable measured was teacher use of behavior-specific praise. Additionally, student outcomes were assessed to determine the relationship between teacher use of behavior-specific praise and student behavior. The results from the study provide additional evidence that both immediate and delayed performance feedback via a wireless iPad device utilizing air-share was effective for increasing Head Start teachers’ use of BSP and decreasing the number of reprimands delivered.
"]},{"key":"dc:title","label":"Title","values":["The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers"]}]}],"canonical_facts":{"dc:contributor":["Keith Radley","Brad Dufrene","Daniel Tingstrom"],"dc:creator":["Lown, Elizabeth"],"dc:date.available":["2018-10-16T07:00:00Z"],"dc:description.abstract":["A number of studies have found behavior specific praise to be effective in increasing academically engaged behaviors and decreasing disruptive behaviors of students. The proposed study evaluated the effects of real-time visual performance feedback as a strategy for promoting teacher use of behavior-specific praise. An ABCBC design was utilized to determine the efficacy of real-time visual performance feedback in comparison to delayed visual performance feedback. The primary dependent variable measured was teacher use of behavior-specific praise. Additionally, student outcomes were assessed to determine the relationship between teacher use of behavior-specific praise and student behavior. The results from the study provide additional evidence that both immediate and delayed performance feedback via a wireless iPad device utilizing air-share was effective for increasing Head Start teachers’ use of BSP and decreasing the number of reprimands delivered.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/594"],"dc:subject":["Increasing Behavior Specific Praise in Head Start","Child Psychology","School Psychology"],"dc:title":["The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T05:44:50Z"}