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- W2531355543 abstract "In an audio cueing system, a teacher is presentedwith randomly spaced auditory signals via tape recorderor intercom. The teacher is instructed to praise a childwho is on-task each time the cue is presented. In thisstudy, a baseline was obtained on the teacher's praiserate and the children's on-task behaviour in a Grade 5class of 37 students. Children were then divided intohigh, medium and low on-task groups.Followinq baseline, the teacher's praise rate and thechildren's on-task behaviour were observed under thefollowing successively implemented conditions:(l) Audio Cueing 1: Audio cueing at a rate of 30 cuesper hour was introduced into the classroom and remained ineffect during subsequent conditions. A group of consistentlylow on-task children were delineated. (2) AudioCueing Plus 'focus praise package': Instructions to directtwo-thirds o£ the praise to children identified by theexperimenter (consistently low on-task children), feedbackand experimenter praise for meeting or surpassing thecriterion distribution of praise ('focus praise package')were introduced. (3) Audio Cueing 2: The 'focus praisepackage' was removed. (4) Audio Cueing Plus 'increasepraise package': Instructions to increase the rate ofpraise, feedback and experimenter praise for improved praise rates ('increase praise package') were introduced.The primary aims of the study were to determine thedistribution of praise among hi~h, medium and low on-taskchildren when audio cueinq was first introduced and toinvestigate the effect of the 'focus praise package' onthe distribution of teacher praise. The teacher distributedher praise evenly among the hiqh, medium and lowon-task groups during audio cueing 1. The effect of the'focus praise package' was to increase the percentage ofpraise received by the consistently low on-task children.Other findings tended to suggest that audio cueingincreased the teacher's praise rate. However, the teacher'spraise rate unexpectedly decreased to a level considerablybelow the cued rate during audio cueing 2. The 'increasepraise package' appeared to increase the teacher's praiserate above the audio cueing 2 level.The effect of an increased praise rate and two distributionsof praise on on-task behaviour were considered.Significant increases in on-task behaviour were found inaudio cueing 1 for the low on-task group, in the audiocueing plus 'focus praise package' condition for the entireclass and the consistently low on-task group and in audiocueing 2 for the medium on-task group. Except for the highon-task children who did not change, the effects of theexperimental manipulations on on-task behaviour were e quivocal. However, there were some indications that directing 67%of the praise to the consistently low on-task childrenwas more effective for increasing this group's on-taskbehaviour than distributing praise equally among on-taskgroups." @default.
- W2531355543 created "2016-10-21" @default.
- W2531355543 creator A5018721378 @default.
- W2531355543 date "1981-02-01" @default.
- W2531355543 modified "2023-09-27" @default.
- W2531355543 title "The effects of audio cueing and an instructions, feedback and praise package on the distribution of teacher praise to students of differing on-task levels" @default.
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