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Mariah Ritz Amity Noltemeyer Darrel Davis Jennifer Green 《Psychology in the schools》2014,51(2):181-197
This mixed methods study examined behavior management strategies used by preschool teachers to address student noncompliance in the classroom. Specifically, the study aimed to (1) examine the methods that preschool teachers are currently using to respond to noncompliant behavior in their classrooms, (2) measure the frequency with which each strategy is used or attempted, and (3) examine the reasons that teachers have chosen to use particular strategies. Observations and teacher interviews were conducted in five classrooms across two preschools located in a Midwest state. Results revealed that teachers use a variety of strategies to address noncompliance, many of which were also preventative in nature and designed to increase students’ self‐regulation. In addition, behavior management techniques that are currently recommended by research (e.g., guided compliance and proximity praise) were generally practiced by teachers in the participating schools. However, students were reinforced for appropriate behavior following noncompliance less than one‐third of the time. These results suggest that teachers are using a broad range of recommended strategies, but the results also serve as a reminder of the importance of providing positive reinforcement for appropriate behavior following an episode of noncompliance. Additional implications for school practitioners and future research are provided. 相似文献
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The effect of an intermittent,high-intensity warm-up on supramaximal kayak ergometer performance 总被引：2，自引：0，他引：2
It has previously been shown that the metabolic acidaemia induced by a continuous warm-up at the 'lactate threshold' is associated with a reduced accumulated oxygen deficit and decreased supramaximal performance. The aim of this study was to determine if an intermittent, high-intensity warm-up could increase oxygen uptake (VO2) without reducing the accumulated oxygen deficit, and thus improve supramaximal performance. Seven male 500 m kayak paddlers, who had represented their state, volunteered for this study. Each performed a graded exercise test to determine VO2max and threshold parameters. On subsequent days and in a random, counterbalanced order, the participants then performed a continuous or intermittent, high-intensity warm-up followed by a 2 min, all-out kayak ergometer test. The continuous warm-up consisted of 15 min of exercise at approximately 65% VO2max. The intermittent, high-intensity warm-up was similar, except that the last 5 min was replaced with five 10 s sprints at 200% VO2max, separated by 50 s of recovery at approximately 55% VO2max. Significantly greater (P < 0.05) peak power (intermittent vs continuous: 629 +/- 199 vs 601 +/- 204 W) and average power (intermittent vs continuous: 328 +/- 39.0 vs 321 +/- 42.4 W) were recorded after the intermittent warm-up. There was no significant difference between conditions for peak VO2, total VO2 or the accumulated oxygen deficit. The results of this study indicate that 2 min all-out kayak ergometer performance is significantly better after an intermittent rather than a continuous warm-up. 相似文献
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Barry M. Drew Joseph H. Evans Darrel E. Bostow Glenn Geiger Philip W. Drash 《Psychology in the schools》1982,19(4):540-547
Home-based reinforcement techniques have been used successfully to decrease a number of disruptive classroom behaviors. Few studies have been conducted, however, examining the effects of home-based reinforcement as a tool to increase positive school performance. This study examined the effects of a daily report card procedure designed to increase the completion and accuracy of in-class assignments in two youngsters described as having a behavioral history of difficulty in completing seat work, a problem commonly encountered in elementary school classes. The use of the procedure produced immediate significant changes in rates of both completion and accuracy for the two participants in the study. Results and problems of using the home-based reinforcement procedure are discussed. 相似文献
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A two-part experiment was conducted in which a youth who was diagnosed as severely learning disabled was treated for a lack of reading and math skills. Token reinforcers were delivered for correct responses to a structured set of math problems and sight words. The subject reached a 90% correct response rate following implementation of a changing criterion experimental design. Part two of the study produced a 100% achievement level for the most difficult multiplication and division items. Results imply that some behaviors identified as learning disabilities may be treatable using motivational strategies. 相似文献
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Trashing the System: Social Movement,Intersectional Rhetoric,and Collective Agency in the Young Lords Organization's Garbage Offensive 总被引：1，自引：0，他引：1
Darrel Enck-Wanzer 《Quarterly Journal of Speech》2013,99(2):174-201
Examining the nascent rhetoric of the Young Lords Organization's (YLO) 1969 “garbage offensive,” this essay argues that the long-standing constraints on agency to which they were responding demanded an inventive rhetoric that was decolonizing both in its aim and in its form. Blending diverse forms of discourse produced an intersectional rhetoric that was qualitatively different from other movements at the time. As such, the YLO constructed a collective agency challenging the status quo and, in some ways, foreshadowed more contemporary movement discourses that similarly function intersectionally. Examining the YLO's garbage offensive, then, presents rhetorical scholars with an opportunity to revise our understanding of how marginalized groups craft power through rhetoric. 相似文献