Date Available
12-7-2017
Year of Publication
2017
Degree Name
Master of Science (MS)
Document Type
Master's Thesis
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
First Advisor
Dr. R. Allan Allday
Abstract
The purpose of this study was to examine the effects of e-mail specific performance feedback (ESPF) on increasing the quantity and quality of pre-school teacher behavior specific praise (BSP) using a multiple probe design across 4 general education pre-school classrooms which included students with and without disabilities. Researchers also wanted to examine the effects of the teacher’s BSP on student’s task engagement during class activities. Results indicated a functional relation between ESPF and increasing the quantity and quality of BSP statements. Results also indicated that increased quantity and quality of BSP statements increased average task engagement across all student participants.
Digital Object Identifier (DOI)
https://doi.org/10.13023/ETD.2017.468
Recommended Citation
Gorton, Kathryn, "EFFECTS OF ELECTRONIC FEEDBACK ON INCREASING POSITIVE INTERACTIONS AMONG PRE-SCHOOL TEACHERS AND THEIR STUDENTS" (2017). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 47.
https://uknowledge.uky.edu/edsrc_etds/47
