the effects of peer praise notes on socially withdrawn ... · • students rank-ordered a list of...
TRANSCRIPT
The Effects of Peer Praise Notes on The Effects of Peer Praise Notes on Socially Withdrawn Adolescents: Socially Withdrawn Adolescents:
A Classroom InterventionA Classroom Intervention
Julie A. Peterson Nelson, Ph.D.Julie A. Peterson Nelson, Ph.D.Natalie Webb, B.S.Natalie Webb, B.S.
Paul Caldarella, Ph.D.Paul Caldarella, Ph.D.
This research was funded in part by an OSEP Federal Grant (H324c030124)This research was funded in part by an OSEP Federal Grant (H324c030124)
Target student: JasonTarget student: Jason
Jason kept to himself and rarely, if ever, spoke to Jason kept to himself and rarely, if ever, spoke to classmates. When asked a question by the teacher classmates. When asked a question by the teacher or a peer, he mumbled the answer quietly, avoiding or a peer, he mumbled the answer quietly, avoiding eye contact. When the students were given class eye contact. When the students were given class time to play games with peers, Jason remained in time to play games with peers, Jason remained in his seat playing dominos—alonehis seat playing dominos—alone..
Outline
• Background LiteratureBackground Literature
• MethodMethod
• ResultsResults
• DiscussionDiscussion
Literature Method Results DiscussionLiterature
Background Literature
• Socially Withdrawn StudentsSocially Withdrawn Students• InterventionsInterventions• PraisePraise• Teacher PraiseTeacher Praise• Peer PraisePeer Praise• Written PraiseWritten Praise
Literature Method Results DiscussionLiterature
Socially Withdrawn Students
Literature Method Results DiscussionLiterature
• Students find interactions with withdrawn students to be aversive or less rewarding than interactions with other students (Stormshak, et al., 1999).
• Many students avoid interactions with students who have behavioral or emotional disorders (McDowell, 1988; Myerson & Hale, 1984).
Literature Method Results DiscussionLiterature
• Students who are socially withdrawn or isolated have difficulty learning appropriate social conduct which places them at risk for difficulties later in life (Oden, 1980; Patterson, Reid, & Dishion,1992).
• Children who are avoided, neglected, or teased are at high risk for developing behavioral and emotional disorders (Gresham, Macmillan, & Bocian, 1998).
Interventions
• One approach aimed to increase students’ social One approach aimed to increase students’ social involvement is to design educational systems that involvement is to design educational systems that increase prosocial behavior, rather than simply increase prosocial behavior, rather than simply aiming to prevent antisocial behavior aiming to prevent antisocial behavior (Winette & (Winette & Winkler, 1972).Winkler, 1972).
• Prosocial behaviors should be reinforced, teaching Prosocial behaviors should be reinforced, teaching students that prosocial behaviors are valued students that prosocial behaviors are valued (Skinner, Cashwell, & Skinner, 2000).(Skinner, Cashwell, & Skinner, 2000).
Literature Method Results DiscussionLiterature
• Peer approval is a powerful source of prosocial Peer approval is a powerful source of prosocial influence and may be an effective target for influence and may be an effective target for intervention intervention (Skinner, et al., 2000).(Skinner, et al., 2000).
Literature Method Results DiscussionLiterature
Praise
• Praise is viewed as positive reinforcement which Praise is viewed as positive reinforcement which encourages desirable behavior, while extinguishing encourages desirable behavior, while extinguishing undesirable behavior undesirable behavior (Thomas, 1991).(Thomas, 1991).
• If delivered correctly, praise increases students’:If delivered correctly, praise increases students’:– on-task behavioron-task behavior (Ferguson & Houghton, 1992) (Ferguson & Houghton, 1992)
– motivation in the classroommotivation in the classroom (Thomas, 1991) (Thomas, 1991)
– academic successacademic success (Sutherland & Wehby, 2001) (Sutherland & Wehby, 2001)
Literature Method Results DiscussionLiterature
Teacher Praise
• Praise has been widely recommended as an Praise has been widely recommended as an important reinforcement method for teachers. It can important reinforcement method for teachers. It can build self-esteem, provide encouragement, and build self-esteem, provide encouragement, and build a close relationship between student and build a close relationship between student and teacher teacher (Brophy, 1981).(Brophy, 1981).
Literature Method Results DiscussionLiterature
Peer Praise
• Positive Peer Reporting (PPR or “tootling”):Positive Peer Reporting (PPR or “tootling”):– Students verbally report their peers’ prosocial behaviorsStudents verbally report their peers’ prosocial behaviors– PPR has been effective in increasing the social PPR has been effective in increasing the social
interactions of withdrawn students interactions of withdrawn students (Skinner, et al., 2002).(Skinner, et al., 2002).
• PPR:PPR:
– Increased the social involvement of three withdrawn Increased the social involvement of three withdrawn children children (Moroz & Jones, 2002).(Moroz & Jones, 2002).
– Peers were a source of positive reinforcement for the Peers were a source of positive reinforcement for the prosocial behavior of at-risk children prosocial behavior of at-risk children (Moroz & Jones, 2002).(Moroz & Jones, 2002).
Literature Method Results DiscussionLiterature
Written Praise
• The effects of peer-to-peer written praise The effects of peer-to-peer written praise have not been thoroughly explored.have not been thoroughly explored.
Literature Method Results DiscussionLiterature
Research Question
• What are the effects of peer-written praise What are the effects of peer-written praise notes on the social involvement of three notes on the social involvement of three socially withdrawn middle-school students?socially withdrawn middle-school students?
Literature Method Results Discussion
Method
• ParticipantsParticipants• SettingSetting• MeasuresMeasures• ObservationsObservations• Experimental ProceduresExperimental Procedures
Literature Method Results DiscussionMethod
Participants
• Three adolescents (age 12-14) attending a Three adolescents (age 12-14) attending a public junior high school in the Western public junior high school in the Western United StatesUnited States
Literature Method Results DiscussionMethod
Setting
• Participants were screened using Stages One and Participants were screened using Stages One and Two of the Systematic Screening for Behavior Two of the Systematic Screening for Behavior Disorders (SSBD) and identified as displaying Disorders (SSBD) and identified as displaying internalizing symptoms.internalizing symptoms.
• Participants were enrolled in Successful Skills for Participants were enrolled in Successful Skills for Living and Learning (SSLL), a class for students at Living and Learning (SSLL), a class for students at risk for emotional and behavioral disorders.risk for emotional and behavioral disorders.
• The three participants were selected by the teacher The three participants were selected by the teacher and the PI for low rates of social involvement with and the PI for low rates of social involvement with peers. peers.
Literature Method Results DiscussionMethod
Teacher comments:
““When I saw the students who were When I saw the students who were socially withdrawn not participate with socially withdrawn not participate with peers, it made me wonder if they were peers, it made me wonder if they were too nervous to approach someone to too nervous to approach someone to play with them and if they secretly were play with them and if they secretly were hoping someone would approach them.” hoping someone would approach them.”
Literature Method Results DiscussionMethod
Measures
• Participants’ interactions were observed and Participants’ interactions were observed and recorded 4 days a week during a 15-minute peer recorded 4 days a week during a 15-minute peer activity time.activity time.
• Students’ peer activity time activities included:Students’ peer activity time activities included:– Playing games alone or with others (e.g., Jenga, cards, Playing games alone or with others (e.g., Jenga, cards,
domino’s, hackysack, etc.)domino’s, hackysack, etc.)– Talking to their friendsTalking to their friends– Listening to musicListening to music– Hanging out together on the couch in the back of the Hanging out together on the couch in the back of the
roomroom
Literature Method Results DiscussionMethod
Target Behavior: Social Involvement
1.1. Social engagement: any positive verbal or nonverbal Social engagement: any positive verbal or nonverbal interaction with a peer (e.g., talking, actively listening, interaction with a peer (e.g., talking, actively listening, playing together, etc.)playing together, etc.)
2.2. Participation: involvement in a game with structure or rulesParticipation: involvement in a game with structure or rules
(Not included in social involvement was playing alone, talking to an adult, parallel play, standing near peers while watching them play a game, or any negative interaction.)
Literature Method Results DiscussionMethod
Target Behavior: Social InvolvementTarget Behavior: Social Involvement
Example: Example: – Christine is playing a card game with CourtneyChristine is playing a card game with Courtney– Clay and John are sitting on the couch talking and Clay and John are sitting on the couch talking and
laughinglaughing
Non-example: Non-example: – Jack is sitting at his desk playing dominos aloneJack is sitting at his desk playing dominos alone– Dylan is wandering around the room observing his Dylan is wandering around the room observing his
classmates while they play gamesclassmates while they play games
Observational Method
• Partial interval recording: Observation Partial interval recording: Observation sessions occurred during peer activity time sessions occurred during peer activity time and consisted of 72, 10-second intervals and consisted of 72, 10-second intervals (12 minutes).(12 minutes).
Literature Method Results DiscussionMethod
Observation FormObservation Form: SamplePeriod: 1 2 3 Student name: ___________ (students’ real names were not used)
Day of week: _________ Date: ___________ Start:______ End: ______Observer __________________ Primary Reliability
3
2
1
Interval
(10 second intervals)
0
↓+
J, C, SCJ+
Students
Involved in interaction?
(first initial of students)
Who was the
recipient
of the interaction?
(first initial of student)
Who initiated the
interaction?
(first initial of student)
+= interacting
0= not interacting
Literature Method Results DiscussionMethod
Interobserver Agreement
• Prior to data collection, two observers conducted Prior to data collection, two observers conducted practice sessions. When interobserver agreement practice sessions. When interobserver agreement exceeded 90%, training was terminated.exceeded 90%, training was terminated.
• Interobserver agreement: During 33% of the Interobserver agreement: During 33% of the observations, the secondary observer simultaneously observations, the secondary observer simultaneously recorded the interactions. Interobserver agreement recorded the interactions. Interobserver agreement was 98%.was 98%.
Literature Method Results DiscussionMethod
Experimental Design
• A reversal (A-B-A) single-subject design A reversal (A-B-A) single-subject design was used.was used.
• This design was selected because it has This design was selected because it has been used in prior studies on PPR.been used in prior studies on PPR.
Literature Method Results DiscussionMethod
Intervention
• Students were asked to write a praise note Students were asked to write a praise note to each of their classmates every week; to each of their classmates every week; they were reinforced (with a group they were reinforced (with a group contingency) for writing 2-3 praise notes contingency) for writing 2-3 praise notes each morning.each morning.
Literature Method Results DiscussionMethod
Group Contingency• Group contingencies were used to reinforce the writing Group contingencies were used to reinforce the writing
of praise notes.of praise notes.• Students rank-ordered a list of activities they wanted to Students rank-ordered a list of activities they wanted to
earn.earn.Please number each activity from 1–6. #1 is the activity you would like to do the most, #6 is the activity you would like to do the least.
Doughnut and chocolate milk party
Fiesta Party (chips, salsa, Sangria)
Smallville movie, popcorn, and soda
Burgerking: receive $3 for breakfast
Outside games (kickball) and candy party
Dodge ball in the gym and candy party
Literature Method Results DiscussionMethod
Praise Note
Date:Date: 4/28/2007
To:To: David
I really liked your role-play in class. You are cool!
From:From: Sam
Adapted from How Full is Your Bucket?Tom Rath & Donald O. Clifton, PhD.
Literature Method Results DiscussionMethod
Treatment Integrity
• A checklist was completed by A checklist was completed by the PI to ensure the training of the PI to ensure the training of students was conducted in a students was conducted in a consistent manner across consistent manner across classrooms. classrooms. – 100% treatment integrity100% treatment integrity
• The teacher and the PI jointly The teacher and the PI jointly implemented the intervention implemented the intervention daily.daily.– Permanent product data Permanent product data
suggests that the suggests that the intervention was intervention was implemented as designed.implemented as designed.
2. During our unit on peer relations, you will be encouraged to write praise notes to your classmates.
4. Each morning there will be two Peer Praise Notes on your desk. You will be given time to write praise notes after journaling time.
6. (Teacher demonstrates the steps of writing a praise note by writing on a praise note transparency on the overhead projector):• To: Sam• Write a message to a
classmate. You can write something specific like “I liked your role-play. You were very …
Example
Literature Method Results DiscussionMethod
In Class Tracking of Praise Notes
• Public posting was used to reinforce the writing of praise Public posting was used to reinforce the writing of praise notes (i.e., a poster was hung on the wall indicating the notes (i.e., a poster was hung on the wall indicating the number of praise notes written so far that week, as well as number of praise notes written so far that week, as well as the class goal).the class goal).
• The PI praised students The PI praised students for praise notes writtenfor praise notes written
that day and askedthat day and askedone student to move the one student to move the dial.dial.
Literature Method Results DiscussionMethod
Results
• Target students’ Interactions With PeersTarget students’ Interactions With Peers• Daily Praise Notes WrittenDaily Praise Notes Written• ResultsResults• Social ValiditySocial Validity
Literature Method Results DiscussionResults
Interaction With Peers: Jason
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Days
% o
f In
tera
ctio
ns
Baseline
Mean: 9.17%
Intervention
Mean: 49%
Withdrawal
Mean: 94%
MaintenanceProbe
Mean: 31.94%
Literature Method Results DiscussionResults
Daily Praise Notes: Jason
0
1
2
3
4
5
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9
# o
f P
rais
e N
ote
s
Sent Received
Mean: 1.89 Mean: 1.67
Literature Method Results DiscussionResults
Received 8 PPNs
by Day 5
Interaction With Peers: Allyson
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Days
% o
f In
tera
ctio
ns
Baseline
Mean: 41.27%
Intervention
Mean: 93%
Withdrawal
Mean: 98%
MaintenanceProbe
Mean: 100%
Literature Method Results DiscussionResults
Daily Praise Notes: Allyson
0
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Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
# o
f Pra
ise
No
tes
Sent Received
Mean: 2 Mean: 2
Literature Method Results DiscussionResults
Day 1: Wrote and received a PPN from a significant peer
Interaction With Peers: Randy
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Days
% o
f In
tera
ctio
ns
Baseline
Mean: 14.61%
Intervention
Mean: 55.38%
Withdrawal
Mean: 59.52%
MaintenanceProbe
Mean: 6.94%
Literature Method Results DiscussionResults
Daily Praise Notes: Randy
0
1
2
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4
5
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9
# o
f P
rais
e N
ote
s
Sent Received
Mean: 2.25 Mean: 2.33
Literature Method Results DiscussionResults
Received 5
PPNs by Day 2
Praise Note Content
20%Other (e.g., you’re smart, you’re quiet, what’s up?, etc.)
4%You’re Nice/Kind
377 Peer Praise NotesTotal
6%You Have a Good Personality
6%Thanks for ___/Appreciation
6%Good Work in Class
7%I’m Glad You’re in My Class
8%You’re a Good Friend
10%Specific Compliment
15%You’re Funny
16%You’re Good at ___/Talented
25%You’re Cool/Awesome/You Rock
PercentageCategories
Literature Method Results DiscussionResults
Praise Note Content
• 32% of praise notes under the category “You’re 32% of praise notes under the category “You’re Good at ___” referred to games played during peer Good at ___” referred to games played during peer activity time. activity time.
• 50% of praise notes under the category “You’re 50% of praise notes under the category “You’re Fun to Play With” referred peer activity time Fun to Play With” referred peer activity time activities.activities.
Literature Method Results DiscussionResults
Results
• The data suggests the treatment was effective for The data suggests the treatment was effective for all 3 participantsall 3 participants– All participants’ interactions increasedAll participants’ interactions increased
• The target behavior did not reverseThe target behavior did not reverse– Participants’ interactions did not decrease when Participants’ interactions did not decrease when
treatment was removedtreatment was removed– Recent research challenges us to find interventions Recent research challenges us to find interventions
that empirically demonstrate maintenance of that empirically demonstrate maintenance of behavior behavior (Marchant, et al., 2007).(Marchant, et al., 2007).
• After treatment was removed, social involvement After treatment was removed, social involvement remained higher than during baselineremained higher than during baseline
Literature Method Results DiscussionResults
Social ValidityThe special education teacher believed the intervention was beneficial for all
students. Intervention Rating Profile-15, (Witt & Elliott, 1985)
Strongly Agree/Agree
Slightly Agree
Slightly Disagree
DisagreeStrongly Disagree
Overall, Peer Praise Notes would be beneficial for the students.
I like the procedures used in the Peer Praise Notes Intervention.
This intervention (Peer Praise Notes) is a fair way to handle students’ socially withdrawn behavior.
I would suggest the use of Peer Praise Notes to other teachers.
Literature Method Results DiscussionResults
Teacher comments:
““I really like the praise note intervention. I really like the praise note intervention. When some of the students received a When some of the students received a positive note from a peer, it ignited a little positive note from a peer, it ignited a little spark of self confidence in them . . . It gave spark of self confidence in them . . . It gave students a ‘safe’ outlet to express their students a ‘safe’ outlet to express their thoughts and feelings about their peers . . .”thoughts and feelings about their peers . . .”
Social Validity: StudentsOf 16 students:Of 16 students:
““Peer Praise Notes could help a student who does not socialize very Peer Praise Notes could help a student who does not socialize very much with classmates.”much with classmates.”
• 81% agreed or strongly agreed81% agreed or strongly agreed
““Peer praise Notes would be effective in improving a child’s social Peer praise Notes would be effective in improving a child’s social involvement with classmates.”involvement with classmates.”
• 75% agreed or strongly agreed75% agreed or strongly agreed
““Peer Praise Notes would be appropriate for a variety of students.”Peer Praise Notes would be appropriate for a variety of students.”• 75% agreed or strongly agreed75% agreed or strongly agreed
““Overall, Peer Praise Notes would be beneficial for the students.”Overall, Peer Praise Notes would be beneficial for the students.”• 69% agreed or strongly agreed69% agreed or strongly agreed
Literature Method Results DiscussionResults
Discussion
• Given the potential risks to students who are socially isolated Given the potential risks to students who are socially isolated or withdrawn, it is necessary to thoroughly examine our or withdrawn, it is necessary to thoroughly examine our treatment approaches.treatment approaches.
• Data suggests Peer Praise Notes (PPNs) produced Data suggests Peer Praise Notes (PPNs) produced distinguishable improvements in the social involvement of distinguishable improvements in the social involvement of socially isolated adolescents.socially isolated adolescents.
• This study extended previous research by:This study extended previous research by:– examining a junior high school population (adolescents rather examining a junior high school population (adolescents rather
than elementary students)than elementary students)– utilizing written peer praise (previous research examined utilizing written peer praise (previous research examined
teacher praise or verbal peer praise -“tootling”)teacher praise or verbal peer praise -“tootling”)
Literature Method Results DiscussionDiscussion
Limitations
• Classes were small (5-10 students):Classes were small (5-10 students):– Students had a limited number of peers with whom to Students had a limited number of peers with whom to
interactinteract– Students received a PPN from each classmate more Students received a PPN from each classmate more
frequently than they would have with a larger classfrequently than they would have with a larger class
• An A-B-A design did not allow for a demonstration An A-B-A design did not allow for a demonstration of experimental controlof experimental control
Literature Method Results DiscussionDiscussion
Challenges
• Intervention is time consumingIntervention is time consuming– Writing praise notesWriting praise notes– Reviewing praise notesReviewing praise notes– Peer activity time (3-4 days a week for 15 min.)Peer activity time (3-4 days a week for 15 min.)
• Some students did not receive praise notes as often as Some students did not receive praise notes as often as other studentsother students
• Some students had lower levels of writing skillsSome students had lower levels of writing skills• Inappropriate praise note contentInappropriate praise note content• Behavior during peer activity time (rough-housing)Behavior during peer activity time (rough-housing)
Literature Method Results DiscussionDiscussion
Procedure for Writing Peer Praise Notes (PPNs) in your classroom: Step 1: Introduce the topic by discussing the importance of peer relationships and
praise. Step 2: Instruct and demonstrate how to write an effective praise note, using an
overhead projector and a transparency with a sample PPN.Step 3: Discuss and agree upon the class goal (i.e., number of PPNs students
must write to earn a class reward every 1-2 weeks), write it on a poster, and hang it in the classroom.
Step 4: Have students vote on a class reward they can earn if they reach the goal (e.g., a video and popcorn party, chips and salsa party, cereal party, etc.). Write the reward on an 8 x 11 paper and hang it by the goal poster.
Step 5: Introduce the intervention:Place a PPN on each student’s desk.Allow 2-5 minutes for students to write a PPN. Collect and review PPNs for appropriate content.Distribute PPNs to students who received them.Provide a place for students to keep their PPNs (e.g., in a pocket or envelope inside of their journal or notebook).
Step 6: Track the number of PPNs written daily.Step 7: Record target students’ interactions during class activities or recess to
determine whether PPNs provided desired results.Step 8: Fade the intervention as desired results are obtained.
For correspondence regarding this presentation contact:
Julie P. [email protected]
http://education.byu.edu/pbsi/
236 S 700 EProvo, UT 84606(801) 377-0560Fax (801) [email protected]
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Ferguson, E. & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter’s Assertive Discipline. Ferguson, E. & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter’s Assertive Discipline.
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Peer Reporting: Prevention and Remediation or Social Problems Associated with Behavior Disorders. Peer Reporting: Prevention and Remediation or Social Problems Associated with Behavior Disorders. Psychology in the Psychology in the
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Sutherland, K.S., & Whelby, J.H. (2001). The effect of self-evaluation of teaching behavior in classrooms for students with emotional Sutherland, K.S., & Whelby, J.H. (2001). The effect of self-evaluation of teaching behavior in classrooms for students with emotional
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Winette, R. A., & Winkler, R. C. (1972). Current behavior modification in the classroom: Be quiet, be docile. Winette, R. A., & Winkler, R. C. (1972). Current behavior modification in the classroom: Be quiet, be docile. Journal of Applied Journal of Applied
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Witt, J. C., & Elliott, S. N. (1985). Acceptability of classroom intervention strategies. In T. R. Kratochwill (Ed.),Witt, J. C., & Elliott, S. N. (1985). Acceptability of classroom intervention strategies. In T. R. Kratochwill (Ed.),Advocates in School Advocates in School
PsychologyPsychology,, 4 4, 251-288. Mahwah, NJ: Erlbaum., 251-288. Mahwah, NJ: Erlbaum.
Experimental Procedures
• Experimental DesignExperimental Design• InterventionIntervention
– Group ContingencyGroup Contingency– Treatment IntegrityTreatment Integrity– Tracking of Praise NotesTracking of Praise Notes– Peer Praise Notes ContentPeer Praise Notes Content
Responses and Initiations: Jason
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/19
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/21
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/26
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/28
03/2
903
/30
04/0
204
/03
04/0
404
/05
04/0
604
/09
04/1
004
/11
04/1
204
/13
04/1
604
/17
04/2
304
/24
04/2
504
/26
04/3
005
/01
05/0
205
/03
05/1
705
/18
05/2
1
Days
# of
Res
pons
es a
nd In
itiat
ions
Responses
Initiations
Baseline
Means: 1 0
Intervention
Means: .33 1
Withdrawal
Means: .75 1
MaintenanceProbe
Means: 0 4
Responses and Initiations: Allyson
0
1
2
3
4
5
6
03/1
603
/19
03/2
003
/21
03/2
203
/26
03/2
703
/28
03/2
903
/30
04/0
204
/03
04/0
404
/05
04/0
604
/09
04/1
004
/11
04/1
204
/13
04/1
604
/17
04/2
304
/24
04/2
504
/26
04/3
005
/01
05/0
205
/03
05/1
705
/18
05/2
1
Days
# o
f Re
spo
nse
s a
nd
Initi
atio
ns Responses
Initiations
Baseline
Means: .71 0
Intervention
Means: 1.33 .5
Withdrawal
Means: 1 0
MaintenanceProbe
Means: 1 0
Responses and Initiations: Randy
0
1
2
3
4
5
6
03/1
603
/19
03/2
003
/21
03/2
203
/26
03/2
703
/28
03/2
903
/30
04/0
204
/03
04/0
404
/05
04/0
604
/09
04/1
004
/11
04/1
204
/13
04/1
604
/17
04/2
304
/24
04/2
504
/26
04/3
005
/01
05/0
205
/03
05/1
705
/18
05/2
1
Days
# o
f Re
spo
nse
s a
nd
Initi
atio
ns Responses
Initiations
Baseline
Means: .2 .4
Intervention
Means: 1.88 2.25
Withdrawal
Means: 2 1.86
MaintenanceProbe
Means: 0 1
Summary of Data
Literature Method Results DiscussionResults
9.17%
49%
31.94%
94%
0
10
20
30
40
50
60
70
80
90
100
Baseline Peer Praise Notes Baseline Maintenance Probe
% S
ocia
l In
volv
em
ent
100%98%93%
41.27%
0
10
20
30
40
50
60
70
80
90
100
Baseline Peer Praise Notes Baseline Maintenance Probe
% S
ocia
l In
volv
em
ent
6.94%
59.52%55.38%
13.61%
0
10
20
30
40
50
60
70
80
90
100
Baseline Peer Praise Notes Baseline Maintenance Probe
% S
ocia
l In
volv
em
ent
Literature Method Results DiscussionResults
9.17%
49%
31.94%
94% 100%98%93%
41%
7%
60%55%
14%
0
20
40
60
80
100
120
Baseline Peer Praise Notes Baseline Maintenance Probe
% S
ocial
Invo
lveme
nt
Summary of Data
How to implement PPN in your classroom:• Introduce and discuss Introduce and discuss How Full is Your BucketHow Full is Your Bucket: a rationale for : a rationale for
PPN PPN (Tom Rath & Donald O. Clifton, PhD.)(Tom Rath & Donald O. Clifton, PhD.)
• IInstruct and demonstrate how to write effective praise notes.nstruct and demonstrate how to write effective praise notes.• Introduce intervention:Introduce intervention:
a.a. Place “bucket” in the roomPlace “bucket” in the roomb.b. Place “drops” (PPN) by the bucketPlace “drops” (PPN) by the bucketc.c. Allow time for students to write “drops” to their peers and place in the Allow time for students to write “drops” to their peers and place in the
bucketbucketd.d. Review PPN for appropriate content and give them to studentsReview PPN for appropriate content and give them to studentse.e. Provide a place for students to keep their PPN (e.g., inside their Provide a place for students to keep their PPN (e.g., inside their
journal or notebook)journal or notebook)
4.4. Establish reinforcement (e.g., group contingencies—class Establish reinforcement (e.g., group contingencies—class activities, public posting)activities, public posting)
5.5. Track student interactions during class activities to determine Track student interactions during class activities to determine whether PPN provided desired resultswhether PPN provided desired results
Literature Method Results DiscussionDiscussion
Literature Method Results DiscussionResults
94%
31%
49%
9%
41%
93%98% 100%
14%
55% 60%
7%0
20
40
60
80
100
120
Baseline Peer Praise Notes Baseline Maintenance Probe
% S
ocial
Invo
lveme
nt
Jason Allyson Randy
Summary of Data