Examination of the Relationship Between Teacher Praise and Opportunities for Students with EBD to Respond to Academic Requests

By K. Sutherland, J. Wehby, P. Yoder. 2002

201 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6fa0cc0951b59fb01c1d6ef9a69145738458a9a9

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In Clinical Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms (2011, background): “Data were collected on OTR in an attempt to extend the findings reported by Sutherland, Wehby, and Yoder (2002).”
Back to Basics (2009, background): “In fact, there is a compelling body of empirical evidence regarding its positive impact on both academic and nonacademic behavior (Lampi et al., 2005; Shores et al., 1993; Sutherland et al., 2002; Walker et al., 1999).”
The Relationship Between Teacher and Student Behavior in Classrooms for Students with Emotional and Behavioral Disorders: Transactional Processes (2005, background): “Lastly, the increased likelihood of further OTR for students following teacher reinforcement ( Sutherland et al., 2002 ) illustrates magnificatory effects described by Skinner and Belmont (1993), which lead to differential treatment resulting in more negative developmental outcomes for some students”
Increasing New Teachers’ Specific Praise Using a Within-School Consultation Intervention (2015, background): “…to ensure that the consultation intervention would be appropriate for that teacher (i.e., if the new teachers’ use of specific praise was at or below the empirical recommendation of six statements in a 15-min period; Sutherland et al., 2001; Sutherland et al., 2000; Sutherland et al., 2002).”
Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support (2007, background): “Reprimand statements included verbal comments indicating disapproval of students’ academic or social behavior (e.g., ‘‘I don’t like what I’m seeing here’’ Sutherland et al. 2002 ).”
Classroom Universals to Prevent Problem Behaviors (2008, background): “More specifically, positive prompts are questions, statements, or gestures elicited by the teacher that seek the response of an individual student to an academic request ( Sutherland, Wehby, & Yoder, 2002 ).”
The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD (2003, background): “Because prior research has suggested there is both a nonsequential and a sequential association between teacher praise and OTR (Sutherland et al., 2002), data were collected on the rate of teacher praise.”
Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies (2009, background): “…mastery of skills (Brophy & Good, 1986; Bulgren & Carta, 1993; Cooper & Speece, 1990; Englert, 1983; Greenwood, 1991; Gunter, Coutinho, & Cade, 2002; Kamps, Leonard, Dugan, Boland, & Greenwood, 1991; Sindelar, Smith, Harriman, Hale, & Wilson, 1986; Sutherland et al., 2002; Sutherland et al., 2003).”
Preventing Disruptive Behavior in the Urban Classroom: Effects of the Good Behavior Game on Student and Teacher Behavior (2007, background): “Present results, and those of other investigations (e.g., Sutherland et al., 2002; Van Acker et al., 1996; Wehby et al., 1995), 95PREVENTING DISRUPTIVE BEHAVIOR suggest that only overt student behavior (e.g., calling out/correct academic responding) is likely to occasion a teacher response (e.g.,…”