Problem: Using the article: Miller, F. G., Wagner, N. S., & Robers, A. C. (2025). Examining behavior specific praise as an individual behavior management strategy in a high-need educational setting. Preventing School Failure: Alternative Education for Children and Youth, 69(1), 12-22.
There are a few requirements I listed below for this assignment. What are the dependent variables? It is ok to list the dependent variables. An explanation is not needed for this question & What are the independent variables? It is ok to list the independent variables. An explanation is not needed for this question
You must use APA format (7th edition) for this assignment. You should not use personal pronouns. Avoid statements such as, "I believe," "I think," "In my opinion." Instead you should refer to the obtained data.
I will also provide answers from previous assignments regarding the article that I done that I believe should help. I will also add in some actual pieces from the actual article just in case if you have some difficulty connecting to the article but still please do try your best. (Keep in mind this for a master's aba research methods class so the response should be very detailed and thorough for whatever question is being asked and whatever guidelines need to be followed).
Abstract
Behavior specific praise (BsP) is widely regarded as an evidence-based classroom management strategy, with decades of research supporting its use. however, relatively few studies have examined the effect of BsP as a targeted intervention strategy, particularly for traditionally underrepresented students. the present study evaluated the utility of BsP as an individual behavior management strategy for diverse students in the context of a high-need educational setting. specifically, it examined the effects of BsP on teacher's ratings of academically engaged and disruptive behavior in the classroom using Direct Behavior Ratings-single item scales (DBR-sis). a concurrent multiple baseline design was implemented with three racially/ethnically minoritized (ReM) target students across one third and one fourth grade classroom. Results demonstrated that teachers' estimated rates of BsP delivered to target students were successfully increased to a criterion level of six per hour following delivery of a multicomponent training package, with high levels of treatment integrity. all participating students demonstrated statistically significant improvements in behavior, although visual analysis suggested only one clear demonstration and one replication of effect. social validity data revealed high levels of teacher acceptability and willingness to implement the BsP strategy, with mixed perceptions from students. implications for research and practice are discussed.
Research Questions:
1. When used in the context of a high-need educational setting, is BSP effective in improving behavioral out- comes of REM target students? a. It was hypothesized that increased use of BSP would correspond with increased academic engage-ment and lower rates of disruptive behavior during the intervention.
2. To what extent is BSP perceived as socially valid by teacher and student participants? a. Based on prior research, it was hypothesized that teachers would perceive the strategy as socially valid. However, the authors did not pose any a priori hypotheses for student participants and thus this was considered exploratory in nature.
Research Design:
A concurrent multiple baseline design with AB phases across students was used to examine the presence of a functional relation between BSP and DBR-SIS ratings. This design allowed for the evaluation of at least three demonstrations of effect at three different points in time (Kratochwill et al., 2013). Students were randomly assigned to determine the order that they would begin the intervention. Teachers' rates of BSP were increased via a multicomponent training pack-age, consisting of elements found effective in increasing rates of BSP (Zoder-Martell et al., 2019)Previous answers of brief summary :The efficacy of behavior-specific praise (BSP) as a method of managing behaviors in high-needs educational environments. In order to identify the specific benefits of focused praise on student performance and teacher effectiveness the researchers explore how this method affects the classroom environment and the behavior of students. The study significantly increased teachers' delivery of BSP to students using a comprehensive training program through a number of observations and intervention using a concurrent multiple baseline design. In addition the study also demonstrated that giving rewarding praise can improve classroom management and encourage good behavior amongst students. Overall when used in high-need classrooms this method is effective for teachers.
Procedure
Baseline
During the baseline, Phase A, teachers were instructed to maintain usual instructional practices and their previous levels of praise toward the target students. DBR-SIS data were collected for each target student. Data from direct observations were also collected on teachers' estimated rates of praise, including BSP and NBSP, as well as students' engagement in AE and DB. Intervention Training. During the intervention, Phase B, researchers implemented a multicomponent training package, which consisted of a combination of didactic teacher training, a cueing device (MotivAider), self-monitoring, and performance feedback to increase the use of BSP. During this training session, the researcher reported to the teacher the levels of BSP observed during the baseline. Based on these baseline observations and teacher acceptability, a goal rate for providing BSP statements was mutually agreed upon for each student. For all students, a goal rate of six BSP statements per instructional period was set based on prior research that indicated this rate was sufficient to produce behavior change (Sutherland et al., 2000). During the training, the teachers were provided with a definition of BSP, based upon the previously stated operational definition. The teachers were also provided with examples of BSP statements and were instructed on how to implement them with target students. Each teacher was given a MotivAider device, a cueing device that delivers a silent pulsing vibration signal on an interval loop, and instructed in its use. The teachers were instructed to deliver a BSP statement to the target student(s) each time they felt the vibration, or at some point within the following 10-min interval. Implementation. The teachers began implementing the BSP intervention with the target student(s) at the next opportunity following the training session. At the beginning of the hour- long instructional period, teachers were instructed to turn on and attach the MotivAider device, delivering BSP to the target student(s) within 10 min intervals after the device vibrated. DBR-SIS data was collected for each target student. Data from direct observations were also collected on teachers' estimated rates of praise, including BSP and NBSP, as well as students' engagement in AE and DB.
Treatment integrity. This study used performance-feedback and self-monitoring systems to promote treatment integrity. Following the direct observation sessions, the researcher provided the teacher with written feedback if they delivered 80% or greater of their target praise statements. If the teacher's
adherence dropped below 80%, the researcher checked in with the teacher before the next intervention session to problem- solve and discuss additional strategies. The teachers were also directed to self-monitor, through frequency recording, their own rates of BSP statements delivered during the intervention. Need Assignment Help?