The effect of self-evaluation on teaching behavior in classrooms for students with emotional and behavioral disorders

This study examined the effect of a self-evaluation intervention using audi otaped samples of teachers' instructional behavior on the rates of praise i n classrooms for students with emotional and behavioral disorders (EBD). It also examined the effect of the intervention on other teaching behaviors a nd determined whether implementation of the intervention is feasible for te achers of students with EBD. Results suggested that the intervention had po sitive short-term effects on teacher praise and correct academic responses by students. Post hoe analyses suggested that the mean ratio of praise to r eprimands changed across phases for teachers in both the self-evaluation an d no treatment groups. Implications for future research and study limitatio ns are discussed.