Challenging behavior in preschool is a serious concern for teachers. In recent years, positive behavior support (PBS) has been shown to be effective in reducing such behaviors. Class-Wide Function-related Intervention Teams (CW-FIT) is a specific program for implementing PBS principles in classroom settings. CW-FIT is a group contingency that utilizes social skills training, teacher praise, and positive reinforcement to improve student behavior. Students are taught specific social skills and then work in teams to earn a group reward based on the use of these skills. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with other age groups. The present study examined the effects of CW-FIT implementation on teacher praise rates and student engagement in four preschool classrooms with 55 total students. A single-subject, multiple-baseline design with embedded reversals was used to evaluate impact. Results indicate that CW-FIT increased teacher praise rates and student engagement while reducing student disruptive behavior. Both teachers and students found CW-FIT to be socially valid. The present study indicates promising results for the implementation of CW-FIT in a preschool setting.

Challenging and disruptive student behavior is a major concern for all teachers, including those who teach art. Unfortunately, there is a lack of research and resources available for art teachers to manage student behavior. School-wide positive behavior support (SWPBS) is a framework that has been shown to improve student behavior. Class-wide Function-Related Intervention Teams (CW-FIT) is an intervention that utilizes SWPBS principles including group contingency, social skills instruction, teacher praise, and positive reinforcement and has been shown to be effective in general education classrooms. This is the first study of CW-FIT in elementary art classrooms and examined the effects of the intervention on teacher praise-to-reprimand rates and student on-task behavior in three classrooms. The first classroom utilized an AB design while the other two used a reversal (ABAB) design to evaluate impact. The results indicated the teacher was able to implement CW-FIT with fidelity, increase praise-to-reprimand ratios, and increase group on-task behavior. Finally, both the teacher and students found it to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

Being a teacher is not an easy job. There is an increased emphasis on evidence-based methods. Teacher praise is an effective classroom management tool. Behavior specific praise statements is a low intensity teacher delivered strategy where teachers say or write the precise behavior exhibited and how it met an expectation or affected academic/social achievement. This study aimed to increase Behavior Specific Praise Statements among three teachers in Mathematic, English and Social subject studies on student’s social behavior as a group. An intervention consisting of an hour of counseling, post-it notes, and self-registration was given. The teachers decided their own pre-set criteria. Two teachers sat a criterion of three and one teacher sat a criterion of six. The results showed that the intervention had an effect on the teachers use of BSPS. However, one teacher did not reach the pre-set criteria. Practical implications are discussed.

Thesis (M.A. (African Languages)), 2014

This study evaluated the relative contributions of behavior specific praise statements (BSPS) and the Caught Being Good Game (CBGG) on class-wide appropriate behaviors and examined teacher use of BSPS and corrective feedback. It also evaluated if changes in class-wide behaviors are maintained during follow-up and generalized to non-target academic periods. Data on teacher use of BSPS were also collected during follow-up and generalization probes to examine if the teachers continued to use BSPS during follow-up and generalize their use of BSPS to non-target academic periods. A multiple-baseline design across classrooms with an ABC sequence was used to evaluate the outcomes of the interventions. The results indicated that BSPS was sufficient in two classrooms to increase class-wide on-task behavior for over 90% of students just by explicitly giving attention for appropriate behaviors while the third classroom required implementation of CBGG which provided external reinforcers. Some evidence of generalization and maintenance was observed in all classrooms. All teaching staff's use of BSPS increased during implementation of the BSPS phase, but BSPS use decreased in follow-up, and support for generalization is lacking.

In the past, pastoral-therapeutic support was mainly approached only from the functioning of the left hemisphere of the brain. This implies that pastoral therapists mainly interacted with people in therapy at an intellectual-analytical level under modernistic influence. Since man's destitution and need changes along with time, it is essential for pastoral therapists/counsellors to supplement and adapt their modus operandi and strategies if they wish to remain relevant regarding their pastoral dealings with people. In this study the researcher attempted to formulate from the Scriptures a basis theory regarding the role of music as a whole-brain strategy in inner change. For the sake of a more holistic approach, a meta-theoretical investigation was also undertaken. To confirm the basis and meta-theoretical information, researcher entered the living reality of seven individuals during which a qualitative research was done. The results of the study, according to which the basis and meta-theoretical perspectives were placed in hermeneutical relation to one another, led to practice-theoretical guidelines within the subject domain of Practical Theology regarding the role of music as a whole-brain strategy in inner change. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2008.

The present dissertation deals with the analysis of rhetorical strategies of evaluation used in the "response" article in the field of applied linguistics. Based on a genre approach to discourse, our study shows how writers favour specific linguistic and rhetorical resources to produce critical comments in relation to another author's work. The results of this investigation show that patterns of praise and criticism are balanced within the genre of the "response" article to create a specific kind of interaction with the author of the reviewed text. Second, findings also reval that devices such as hedging, boosting and certain types of stance bundles are employed to convey the writer's deference, assertiveness and personal tone of comments. More specifically, the role and distribution of these devices is seen to vary in connection with different contexts of evaluation, ranging from positive to negative choices. In addition, our analysis emphasises the highly personal and controversial tone of the "response" article aimed at creating debate. Finally, our study suggests that the actual discourse context, the writer's preferences and the norms favoured within an academic community create a complex interplay of features that influences the subtlety of writer's critical comments.

In the past, pastoral-therapeutic support was mainly approached only from the functioning of the left hemisphere of the brain. This implies that pastoral therapists mainly interacted with people in therapy at an intellectual-analytical level under modernistic influence. Since man's destitution and need changes along with time, it is essential for pastoral therapists/counsellors to supplement and adapt their modus operandi and strategies if they wish to remain relevant regarding their pastoral dealings with people. In this study the researcher attempted to formulate from the Scriptures a basis theory regarding the role of music as a whole-brain strategy in inner change. For the sake of a more holistic approach, a meta-theoretical investigation was also undertaken. To confirm the basis and meta-theoretical information, researcher entered the living reality of seven individuals during which a qualitative research was done. The results of the study, according to which the basis and meta-theoretical perspectives were placed in hermeneutical relation to one another, led to practice-theoretical guidelines within the subject domain of Practical Theology regarding the role of music as a whole-brain strategy in inner change. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2008.

The education system in Guatemala struggles to meet the needs of students with disabilities. There are often not enough trained special educators to meet the demand. In addition, general educators are often not trained to adequately meet diverse needs in their classrooms. Thus, schools are often unable to fully meet the needs of students with disabilities. This study sought to identify a method by which teachers could be virtually trained on a teacher behavior (i.e., specific praise) that could help meet diverse student needs. A multiple probe design across participants was used to determine if virtual training could be effective in training teachers to use new teacher behaviors. The results of the study are discussed, along with implications for future research.

In the past, pastoral-therapeutic support was mainly approached only from the functioning of the left hemisphere of the brain. This implies that pastoral therapists mainly interacted with people in therapy at an intellectual-analytical level under modernistic influence. Since man's destitution and need changes along with time, it is essential for pastoral therapists/counsellors to supplement and adapt their modus operandi and strategies if they wish to remain relevant regarding their pastoral dealings with people. In this study the researcher attempted to formulate from the Scriptures a basis theory regarding the role of music as a whole-brain strategy in inner change. For the sake of a more holistic approach, a meta-theoretical investigation was also undertaken. To confirm the basis and meta-theoretical information, researcher entered the living reality of seven individuals during which a qualitative research was done. The results of the study, according to which the basis and meta-theoretical perspectives were placed in hermeneutical relation to one another, led to practice-theoretical guidelines within the subject domain of Practical Theology regarding the role of music as a whole-brain strategy in inner change. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2008.