Examining the effects of behavioral skills in training on social praise deliver in Malaysian classrooms

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2018

First Committee Member

Johnson, Cammarie

Second Committee Member

Thompson, Rachel

Third Committee Member

Bourret, Jason

Abstract

"Malaysia launched the Inclusive Education Program (IEP) in 1997 to integrate students with special needs into mainstream classrooms. A survey conducted in 2014 of local teachers reported a lack of training and skill in addressing the needs of IEP students in their classrooms. The purposes of this research are to (1) introduce the use of social praise via behavioral skills training (BST) to IEP teachers, (2) increase the use of social praise by IEP teachers via written feedback provided by the experimenter after each post-BST classroom session, and (3) increase the likelihood of individually selected target behavior in IEP students. A multiple-baseline across 4 IEP teacher-student dyads was conducted. Results indicated that BST and written feedback were effective in increasing the rate of social praise issued by all 4 teachers and collateral increases in target behavior for 2 out of 4 student participants. A post-treatment social validity survey completed by teacher participants indicated that the BST goals, procedures, and outcomes were practical and important."

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