RMTC-DHH dives into the eighth high-leverage practice (HLP) from the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center and the Council for Exceptional Children (CEC)’s publication High-Leverage Practices in Special Education. HLP8 states, “Provide positive and constructive feedback to guide students’ learning and behavior.” Learn how providing feedback to students who are deaf or hard of hearing (DHH) may look different for this population.
Music written and produced by Samuel McIntire
RMTC-DHH Related Resources:
- Teacher Spotlight:
Florida Resources
- Florida Department of Education (FDOE) Bureau of Exceptional Education and Student Services (BEESS) IDEA-Funded State Projects:
National Resources
- CEC Video - HLPs #8 and #22: Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior
- Council for Exceptional Children
- CEEDAR Center
References
Beachboard, C. (2020, April 3). Helping students build intrinsic motivation. Edutopia. https://www.edutopia.org/article/help-students-build-intrinsic-motivation
Florida Positive Behavioral Interventions & Supports Project [PBIS]. (n.d.). Debunking reinforcement myths. https://www.livebinders.com/media/get_centered/MjEwMTY4NDI=
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Hattie, J. (2018). Hattie ranking: Student effects. Retrieved January 2022, from Visible Learning: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/hattie-ranking-student-effects/
IRIS Center (n.d.). High-leverage practices. Resources. https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/
McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/
Myers, D. M., Simonsen, B., & Sugai, G. (2011). Increasing teachers’ use of praise with a response-to-intervention approach. Education and Treatment of Children, 34, 35-39. http://www.jstor.org/stable/42900100
Tennessee Behavior Supports Project. (2016, July). Behavior-specific praise in the classroom. Vanderbilt University. https://tennesseetsc.org/wp-content/uploads/2016/03/Behavior-Specific-Praise.pdf
