EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
6/21/2017 | 12:45 PM - 1:45 PM | The Magic Ratio: A Critical Practice Description of the Positive-to-Negative Ratio | Cascade A
The Magic Ratio: A Critical Practice Description of the Positive-to-Negative Ratio
It is widely accepted that maintaining a 4:1 ratio of positive-to-negative (PN) ratio of interactions will improve both relationships and performance. For example, a number of authors have promoted a 4:1 ratio or similar ratio (e.g., 3:1 or 6:1) as a critical feature of effective classrooms and instructional procedures. In this session, we will discuss the genesis of the 4:1 PN ratio, examine the evidence supporting the effects of high PN ratios, and present a series of studies that directly manipulated the PN ratio to better understand how, when, and why PN ratios influence performance. We examined the effects of varying the PN ratio on student performance during familiar, novel, and challenging academic tasks. A differential effect of the PN ratio was found across multiple studies. We will discuss possible recommendations for applying the 4:1 PN and identify situations when this “best practice” may be problematic. Attendees will leave this session with a better understanding of the effects of various PN ratios and recommendations for professional development and coaching.
- Attendees will be able to identify high quality Tier I instruction especially recognition and acknowledgement systems.
- Attendees will understand the core behavioral principles associated with praise.
- Attendees will be able to select effective approaches to recognition based on critical contextual factors.
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Presenters/Authors
Cade Charlton
(), Brigham Young University, cade_charlton@byu.edu;
Cade is an assistant professor at Brigham Young University in the Department of Counseling Psychology and Special Education. His research interests include the design and development of performance feedback systems and systems change. Cade received his doctorate from the Disability Disciplines program in the Department of Special Education and Rehabilitation at Utah State University in 2016. He also received an MBA from the Huntsman School of Business in 2008 and became a Board Certified Behavior Analyst in 2018.
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Christian Sabey
(), Brigham Young University , christian_sabey@byu.edu;
Christian is an assistant professor who has worked at the school, district, and state level prior to joining the faculty at BYU. He has attended all three major universities in Utah (i.e., BYU, UofU, and USU)and recently graduated from USU with a degree in special education and a board certification in behavior analysis.
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