Date of Award

Summer 2024

Language

English

Embargo Period

7-31-2024

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

College/School/Department

Department of Educational and Counseling Psychology

Program

School Psychology

First Advisor

Benjamin Solomon

Committee Members

Benjamin Solomon, David Miller, Kevin Quinn

Keywords

Teacher Behavior, On-Task Behavior, Teacher Movement, Praise, Antecedent Intervention, Class Size

Subject Categories

Applied Behavior Analysis | Educational Psychology | Elementary Education and Teaching | School Psychology

Abstract

Student behavior in the classroom is a significant predictor of student outcomes and teacher satisfaction. But, teachers report classroom management to be challenging. Finding simple, cost-effective methods of improving student behavior in the classroom can vastly improve long-term success for students. This study seeks to better understand how class size relates to teacher praise and movement, and how these teacher behaviors relate to student on-task behavior. Previous research suggests on-task behavior improves with more teacher praise and movement in the classroom. The current study used data collected using the Bx Management Tool as part of the Osage County Fall 2019 G-Study. Regression analyses were used to measure the relationship between class size and teacher praise and teacher movement, as well as to measure the relationship between each of these teacher behaviors and on-task behavior in students. Although not statistically significant, a positive relationship was found between class size and teacher movement, teacher praise and on-task behavior, and teacher movement and on-task behavior. A non-significant, negative relationship was found between class size and teacher praise. These findings are consistent with previous research; and although no findings were significant, they support the idea that simple, cost-effective behavior management strategies can improve outcomes for students and teachers. It is important that teachers are provided support in order to improve their use of these strategies in their classrooms.

License

This work is licensed under the University at Albany Standard Author Agreement.

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