Brad A Dufrene
Biographic Data
| ID | 9520333 |
|---|---|
| NAME | Brad A Dufrene |
| GIVEN NAMES | Brad A |
| FAMILY NAME | Dufrene |
| SIGNATURE | DUFRENE B A |
| AFFILIATIONS | School of Psychology University of Southern Mississippi Hattiesburg Mississippi USA |
| ORCID | 0000-0003-4816-9385 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
A comparison of real‐time and delayed visual performance feedback on teacher praise
A number of researchers have found behavior‐specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others. The current study compared two types of performance feedback, delayed performance feedback and real‐…
Evaluating the independent group contingency
An increasing number of preschool children exhibit challenging behavior in the classroom. Children enrolled in Head Start are particularly at risk for emotional and behavioral disorders due to numerous risk factors they face. Unfortunately, some preschool teachers are ill‐equipped to manage the challenging behaviors that preschool children exhibit. The current study investigated the effects of an independent group contingency, the Mystery Student…
The effects of behavior‐specific praise and public posting in secondary classrooms
Surprisingly, few studies have evaluated the independent effects of BSP in these settings. Using a multiple baseline design with an embedded A/B/B + C condition sequence, the purpose of the current study was to evaluate the effects of BSP and BSP combined with public posting on the appropriately engaged and disruptive behaviors across 4 secondary classrooms. Results supported a functional relation between BSP alone and improvements in students' a…
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The effects of behavior‐specific praise and public posting in secondary classrooms
Surprisingly, few studies have evaluated the independent effects of BSP in these settings. Using a multiple baseline design with an embedded A/B/B + C condition sequence, the purpose of the current study was to evaluate the effects of BSP and BSP combined with public posting on the appropriately engaged and disruptive behaviors across 4 secondary classrooms. Results supported a functional relation between BSP alone and improvements in students' a…
A comparison of real‐time and delayed visual performance feedback on teacher praise
A number of researchers have found behavior‐specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others. The current study compared two types of performance feedback, delayed performance feedback and real‐…
Evaluating the independent group contingency
An increasing number of preschool children exhibit challenging behavior in the classroom. Children enrolled in Head Start are particularly at risk for emotional and behavioral disorders due to numerous risk factors they face. Unfortunately, some preschool teachers are ill‐equipped to manage the challenging behaviors that preschool children exhibit. The current study investigated the effects of an independent group contingency, the Mystery Student…
Behavioral and Psychological Studies (3 works) · Mathematics education (3 works) · Psychology (3 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Education Discipline and Inequality (2 works) · Intervention (counseling) (2 works) · Praise (2 works) · Social Psychology (2 works) · At-risk students (1 works)