Audiocueing by way of a microcassette recorder was used to change a female student teacher’s (S1) use of verbal praise of students’ overall class behavior. A second student teacher’s (S2) behavior teaching in the same setting was used as concurrent baseline measure. Both subjects taught K-3 classes at a rural elementary school. An ABAB reversal design was used to determine the relationship between the intervention and dependent variables. Results showed that when audiocues were introduced, verbal praise rate increased significantly. Upon removal of the audiocues, the rate of verbal praise decreased gradually. Percentage of specific verbal praise also increased upon presentation of audiocues. Experimental significance found through visual inspection of graphic data was supported statistically by f-test results. Findings of the exit interview with S1 are included. Suggestions for further research are provided.
Request reprints from Hans van der Mars, Dept. of Health and Physical Education, Arizona State University, Tempe, AZ 85287.