The Effect of Self-Evaluation on Teaching Behavior in Classrooms for Students with Emotional and Behavioral Disorders

By K. Sutherland, J. Wehby. 2001

180 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a9e2001c8320a54364c447e4af8d9f1bc10d9bb7

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In Developmental and Educational Psychology

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Citations in the corpus

Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior (2009, methodology): “…show the effectiveness of goal setting, continued feedback, and self-evaluation to increase teachers’ rates of praise (Kalis, Vannest, & Parker, 2007; Sutherland & Wehby, 2001a; Sutherland et al., 2000) and opportunities to respond (Sutherland et al., 2003) in classrooms for students with EBD.”
An Examination of Typical Classroom Context and Instruction for Students With and Without Behavioral Disorders (2011, background): “…respond has been identified as a discrete teacher behavior that is positively correlated with improving students academic and behavioral outcomes (Brophy & Good, 1986; Haydon, Mancil & Van Loan, 2009; Kern & Clemens, 2007; Partin, Robertson, Maggin, Oliver & Wehby, 2010; Sutherland & Wehby, 2001).”
Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature (2012, methodology): “For example, Capizzi et al. (2010) and Sutherland and Wehby (2001) conducted studies using performance feedback with mixed results.”
Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise (2010, background): “…demonstrates the effectiveness of increasing prompts (e.g., De Pry & Sugai, 2002), OTRs (e.g., Sutherland et al., 2003), and specific praise (e.g., Sutherland & Wehby, 2001a) on increasing appropriate (and decreasing inappropriate) student behavior, we cannot infer that changes in teacher…”
The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD (2003, methodology): “Sutherland and Wehby (2001a) noted that increases in students’ correct responses may not be enough of a reinforcement for teachers to maintain their increased levels of effective practices.”
Psychology's Contributions to Classroom Management. (2008, unknown): “Sutherland and Wehby (2001) reported that incorporating higher levels of active responding by students leads to fewer opportunities for inappropriate behavior and increases appropriate behavior in the classroom.”
A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities (2017, background): “We only identified five studies that did not have a high risk of bias in at least one category (i.e., Brock & Carter, 2015; Hindman & Polsgrove, 1988; Peterson & McConnell, 1996; Sutherland & Wehby, 2001; Weiner, 2010).”
Increasing New Teachers’ Specific Praise Using a Within-School Consultation Intervention (2015, background): “…empirical evidence suggests anywhere from 6 to 10 praise statements, delivered to individual students or the whole group, in a 15-min period lead to desired student outcomes (Sutherland, Copeland, & Wehby, 2001; Sutherland & Wehby, 2001; Sutherland et al., 2000; Sutherland, Wehby, & Yoder, 2002).”
Preventing Disruptive Behavior in the Urban Classroom: Effects of the Good Behavior Game on Student and Teacher Behavior (2007, background): “suggest that only overt student behavior (e.g., calling out/correct academic responding) is likely to occasion a teacher response (e.g., neutral, negative/praise) and that increased teacher responsiveness to more passive student behavior (e.g., on-task behavior) will require direct intervention via ”
Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting (2008, background): “…and all students had serious behavioral challenges that warranted support in a self-contained school for students with EBD (e.g., Barton-Arwood et al. 2005; Lane et al. 2005a; Mooney et al. 2003; Reid et al. 2004; Sutherland and Wehby 2001; Wehby, Falk et al. 2003; Wehby, Lane et al. 2003).”
A Brief Review of Effective Teaching Practices That Maximize Student Engagement (2015, background): “Overall, it is clear that more OTRs is better than less—at least when the overall levels are typically low.”
Academic Instruction for Students with Emotional and Behavioral Disorders (2003, background): “In fact, a growing body of evidence shows that teachers’ demonstrating more competence in instructional procedures results in significant improvements in child academic and social behavior (Sutherland & Wehby, 2001; Sutherland, Wehby, & Yoder, 2002).”
Impact of Cover, Copy, and Compare on fluency outcomes for students with disabilities and math deficits: A review of the literature (2017, background): “Students with learning and intellectual disabilities as well as behavioral disorders require additional opportunities to respond and opportunities to correct errors (Butler, Miller, Lee, & Pierce, 2001; Sutherland & Wehby, 2001).”
Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom (2004, methodology): “Peer coaching and self-evaluation using either audio- or videotaped samples of instruction provide teachers with a means to analyze their teach- Behavioral Disorders, 29(2), 169–181 February 2004 / 177 ing behavior (Sutherland, 2000; Sutherland & Wehby, 2001b).”
The Impact of Comprehensive Reading Instruction on the Academic and Social Behavior of Students with Emotional and Behavioral Disorders (2003, result): “The characteristics and diagnostic labels of students in these two particular classrooms are consistent with those in other studies with children with EBD conducted in the same school district (e.g., Sutherland & Wehby, 2001; Wehby, Symons, & Shores, 1995).”
Multitiered Support Framework for Teachers’ Classroom-Management Practices (2014, methodology): “…& Simonsen, 2011; Myers, Simonsen, & Sugai, 2011; Noell, Duhon, Gatti, & Connell, 2002; Noell et al., 2005; Noell, Witt, Gilbertson, Ranier, & Freeland, 1997; Simonsen, MacSuga, Fallon, & Sugai, 2013; Simonsen, Myers, & DeLuca, 2010; Sutherland & Wehby, 2001; Workman, Watson, & Helton, 1982).”