Promoting Positive Interactions Between Teachers and Students With Emotional/Behavioral Disorders

By K. Sutherland. 2000

105 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/bbb9ea09fbdb7922e8e3eb8966f739a7eefac361

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Citations in the corpus

Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention (2011, background): “Teacher praise is a naturalistic and nonintrusive consequence that has been shown to be effective in classroom management (Beaman & Wheldall, 2000; Richardson & Shupe, 2003) and for increasing task engagement while reducing problem behavior (Ferguson & Houghton, 1992; Gorman-Smith, 2003; Sutherland,”
The Effect of Self-Evaluation on Teaching Behavior in Classrooms for Students with Emotional and Behavioral Disorders (2001, unknown): “responses and appropriate social behaviors (Gunter & Coutinho ; Gunter & Denny; Kauffman, 2001; Shores, Gunter, & Jack, 1993; Sutherland, 2000; Walker et al., 1995; Wehby et al., 1998).”
The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms (2011, background): “Behavior-specific praise is approval with an explanation of the appropriate behavior exhibited (Gunter & Jack, 1993; Sutherland, 2000; Sutherland, Lewis-Palmer, Stichter, & Morgan, 2008).”
Juvenile Delinquency and Recidivism: The Impact of Academic Achievement (2008, background): “Additionally, teacher praise and positive reinforcement has empirical support in regard to increasing on-task behavior and decreasing inappropriate behaviors (Sutherland, 2000 ) along with opportunities to respond during instruction (Sutherland & Wehby, 2001 ).”
Strategies for Success: Evidence-Based Instructional Practices for Students With Emotional and Behavioral Disorders (2009, background): “Although this modification may seem selfevident, studies have suggested that teachers rarely give praise to students with EBD (Landrum et al.; Sutherland, 2000; Sutherland & Wehby, 2001).”
An Examination of Typical Classroom Context and Instruction for Students With and Without Behavioral Disorders (2011, methodology): “More recently, computerized coding systems have been employed to look at relationships between the teacher’s delivery of opportunities for student response, student behavior, and teacher praise (Stichter, Lewis, & Whittaker, 2009; Sutherland, 2000; Sutherland, Wehby, & Yoder, 2002; Sutherland & Sing”
Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices (2004, background): “Unfortunately, most research in general education classrooms serving students with E/BD highlights the fact that the rate of praise is extremely low (Alber et al., 1999; Gunter & Coutinho, 1997; Gunter, Hummel, & Conroy, 1998; Shores, Gunter, & Jack, 1993; Sutherland, 2000; Sutherland et al., 2000).”
Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom (2004, background): “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).”