Teachers’ Use of Specific, Contingent, and Varied Praise

2021 ◽  
pp. 109830072098825
Author(s):  
Andrew Markelz ◽  
Benjamin Riden ◽  
Margaret T. Floress ◽  
Kinga Balint-Langel ◽  
Joshua Heath ◽  
...  
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Classroom Management ◽  
General Education ◽  
Student Behavior ◽  
Student Behaviors ◽  
School Settings ◽  
Behavior Specific Praise ◽  
Teacher Groups ◽  
Specific Praise

Behavior-specific praise is a research-based classroom management strategy that promotes appropriate student behaviors. Praise specificity, however, may not be the only characteristic of praise that enhances efficacy. The current study examined teacher’s natural use of specific, contingent, and varied praise to understand additional qualities of praise. Praise statements of inservice special education ( n = 12), inservice general education ( n = 13), and dual special education/general education preservice teachers ( n = 17) were observed in natural elementary school settings. Statistical results did not indicate differences between teacher groups and praise characteristics; however, descriptive results demonstrate all teacher groups delivered low rates of general and specific praise. Percentages of praise contingency (average range = 59%–91.2%) suggest teachers did not deliver sufficient praise statements contingent on student behavior. Furthermore, percentages of praise variety (average range = 44.5%–57.7%) show use of repetitive praise statements that may reduce efficacy on student behaviors. These findings and other implications are discussed in the context of future praise research.

The Effects of a Multicomponent Self-Monitoring Intervention on the Rates of Pre-Service Teacher Behavior-Specific Praise in a Masked Single-Case Experimental Design

2020 ◽  
Vol 22 (4) ◽  
pp. 207-219
Author(s):  
Mary Rose Sallese ◽  
Kimberly J. Vannest
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Visual Analysis ◽  
Management Practice ◽  
Teacher Behavior ◽  
Student Outcome ◽  
Self Monitoring ◽  
Behavior Specific Praise ◽  
Pre Service Teacher ◽  
Specific Praise

The effects of self-monitoring (SM) on teacher behavior are well documented, but previous research does not attempt to control for reactivity as a threat to internal validity. This study examined the effects of a multicomponent SM intervention on the use of a classroom management practice with participant masking to address this absence in the literature. Participating teachers selected between two practices (behavior-specific praise and opportunities to respond). A multiple baseline design across four pre-service teacher interns occurred in general education classroom settings. Participant masking to the purpose of the study precluded exposure to SM, performance feedback, and goal setting. Analyses included an independent visual analysis by three masked raters, an independent quality review for What Works Clearinghouse standards, a nonparametric statistical analysis based on data characteristics, and correspondence reporting between visual and statistical analyses. Overall results indicated an increase in the rate of classroom management practice use by the participants and good social validity across the three constructs. Student outcome data for on-task behavior were inconclusive. Limitations and implications for research and practice are discussed.

Using Content Acquisition Podcasts to Improve Preservice Teacher Use of Behavior-Specific Praise

2021 ◽  
pp. 088840642199433
Author(s):  
Rhonda D. Miller ◽  
Nicole Uphold
Keyword(s):  
Preservice Teachers ◽  
Classroom Behavior ◽  
School Settings ◽  
Direct Observations ◽  
Content Acquisition ◽  
Behavioral Needs ◽  
Behavior Specific Praise ◽  
Multiple Probe ◽  
Classroom Time ◽  
Specific Praise

With increasing demands for teacher accountability, today’s teachers are tasked with meeting both the academic and behavioral needs of their students. Being able to efficiently manage classroom behavior can maximize classroom time for instruction. In a multiple-probe across participants design study, we investigated the effects of content acquisition podcasts (CAPs) plus video along with coaching feedback on preservice teachers’ use of behavior-specific praise statements. Preservice teachers in elementary, intermediate, middle, and high school settings participated during their final internship in a special education preparation program. Direct observations over a 9-week period showed an increase in the use of behavior-specific praise statements across participants. Implications for research and teacher education are discussed.

Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates

2021 ◽  
pp. 019874292110120
Author(s):  
Margaret T. Floress ◽  
Amy M. Briesch ◽  
Lyndsay N. Jenkins ◽  
Kaylee A. Hampton
Keyword(s):  
General Education ◽  
High School Teachers ◽  
Generalizability Theory ◽  
Teacher Behavior ◽  
School Teachers ◽  
Future Directions ◽  
Teacher Praise ◽  
Behavior Specific Praise ◽  
General Education Classrooms ◽  
Specific Praise

This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimand. Frequency of behavior-specific praise, general praise, and total reprimand were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.

Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise

2019 ◽  
Vol 85 (4) ◽  
pp. 471-489 ◽  
Author(s):  
Andrew M. Markelz ◽  
Jonte C. Taylor ◽  
Tom Kitchen ◽  
Paul J. Riccomini ◽  
Mary Catherine Scheeler ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Special Education Teachers ◽  
Future Research ◽  
Student Behaviors ◽  
Self Monitoring ◽  
Empirically Supported ◽  
Behavior Specific Praise ◽  
The Impact ◽  
Task Behaviors ◽  
Specific Praise

Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers’ use of behavior-specific praise while sustaining intervention long enough until teachers contacted natural maintaining contingencies. We created electronic tactile awareness prompting with self-monitoring (eTAPS) by combining two applications on an Apple Watch. Using a multiple-baseline-across-participants design, this study primarily investigated the effects of eTAPS on special education teachers’ use of behavior-specific praise. Secondarily, this study investigated the impact that behavior-specific praise would have on the on-task behaviors of targeted students with disabilities demonstrating frequent off-task behaviors. Results indicated that eTAPS was effective in increasing and maintaining behavior-specific praise rates. Furthermore, significant increases in student on-task behavior occurred. Implications of results and future research are discussed.

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base

2019 ◽  
Vol 45 (3) ◽  
pp. 131-147
Author(s):  
Robin Parks Ennis ◽  
David James Royer ◽  
Kathleen Lynne Lane ◽  
Kristin Diane Dunlap
Keyword(s):  
General Education ◽  
Professional Learning ◽  
Challenging Behaviors ◽  
Appropriate Behavior ◽  
School Based ◽  
Students First ◽  
Behavior Specific Praise ◽  
Literature Base ◽  
K 12 ◽  
Specific Praise

Behavior-specific praise (BSP) is a low-intensity strategy widely used to encourage appropriate behavior. We sought to explore the vast literature base for BSP, which spans 50 years, to better understand for whom and under what conditions BSP has demonstrated effectiveness. We conducted a comprehensive review of school-based intervention studies ( k = 57) involving BSP with school-age students. First, we identified outlets in which these 57 studies (from 52 articles) were featured. Second, we described the 1,947 total student participants and the educational contexts in which these interventions occurred—the vast majority of students were served in general education and many displayed challenging behaviors (e.g., students with emotional and behavioral disorders). Third, we examined how BSP was implemented and evaluated with the Pre-K–12 population, noting three distinct areas of research: teacher-delivered BSP, student-delivered BSP, and professional learning to increase BSP. Fourth, we examined how BSP was employed as an independent and dependent variable, with more than 96% of studies featuring BSP as an outcome measure. Finally, we investigated the extent to which social validity (33 studies), generalization (11 studies), and maintenance (26 studies) were assessed. We conclude with a discussion of limitations and directions for future inquiry.

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

2018 ◽  
Vol 20 (4) ◽  
pp. 227-238 ◽  
Author(s):  
Melanie A. Nelson ◽  
Paul Caldarella ◽  
Blake D. Hansen ◽  
Mark A. Graham ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Positive Reinforcement ◽  
Student Behavior ◽  
Management Strategies ◽  
Single Subject ◽  
Classroom Management Strategies ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

Impact of CW-FIT on Student and Teacher Behavior in a Middle School

2020 ◽  
Vol 22 (4) ◽  
pp. 195-206
Author(s):  
Renee Speight ◽  
Peggy Whitby ◽  
Suzanne Kucharczyk
Keyword(s):  
Middle School ◽  
Behavior Management ◽  
Student Behavior ◽  
Functional Relation ◽  
Teacher Behavior ◽  
School Students ◽  
Adolescent Students ◽  
Behavior Specific Praise ◽  
Classroom Level ◽  
Specific Praise

Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school students would improve with teacher implementation of CW-FIT. A multiple-baseline across conditions design was used to evaluate changes in on-task behavior of adolescent students in sixth and seventh grade from a socioeconomically and ethnically diverse middle school. In addition, the effects on teacher behavior-specific praise statements and teacher reprimands were assessed. Consistent with previous evaluations of CW-FIT, findings indicated a functional relation between the intervention and increases in on-task student behavior. In addition, the findings also showed improvements to teacher behavior with increases in behavior-specific praise statements; however, no effect was observed with teacher reprimands. Social validity measures indicated students and teachers found the intervention favorable. Implications, limitations, and areas for future inquiry are discussed.

The Effects of Enthusiasm Training on Selected Teacher and Student Behaviors in Preservice Physical Education Teachers

1984 ◽  
Vol 4 (1) ◽  
pp. 64-76 ◽  
Author(s):  
Cynthia Carlisle ◽  
D. Allen Phillips
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Rating Scale ◽  
Assessment Instrument ◽  
Control Group ◽  
Student Behaviors ◽  
School Students ◽  
Trained Teachers

Teacher enthusiasm has long been considered an important part of the teaching process. However, empirical verification of enthusiasm as an indicator of teaching effectiveness is somewhat sparse. One problem is with measuring that complex variable, while another problem has been determining what to correlate it with to allow it to surface as such an indicator. Twenty-four preservice teachers participated in this study to determine the differences in teacher and student behavior between the levels of enthusiasm in trained and untrained teachers. The experimental group was given 6 hours of enthusiasm training whereas the control group received no such training. Both groups taught a 30-minute Experimental Teaching Unit (ETU) to a total of 120 middle-school students. The observation instrument in this study was the Physical Education Teaching Assessment Instrument (PETAI), while the Collins Enthusiasm Rating Scale was used to measure the teachers’ enthusiasm. The trained teachers received much higher ratings in enthusiasm during their ETU lessons and were significantly better on three of the PETAI items. The students of the trained teachers also had higher skill achievement gains over their counterparts under the untrained teachers.

Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD

2012 ◽  
Vol 37 (2) ◽  
pp. 87-98 ◽  
Author(s):  
R. Allan Allday ◽  
Kim Hinkson-Lee ◽  
Tina Hudson ◽  
Shelley Neilsen-Gatti ◽  
Andrew Kleinke ◽  
...  
Keyword(s):  
At Risk ◽  
General Education ◽  
General Educators ◽  
Multiple Baseline ◽  
Baseline Design ◽  
General Education Classroom ◽  
Behavior Specific Praise ◽  
Use Behavior ◽  
Specific Praise ◽  
Students With Ebd

Students identified with or at risk for Emotional/Behavioral Disabilities (EBD) are being included in the general education classroom with teachers who have little training or exposure to characteristics of and interventions for students with EBD. In this study, we used a simple professional development intervention to train teachers to better use behavior-specific praise (BSP) in their classroom. A modified multiple baseline design was conducted across four teachers and seven students. Three students were identified with EBD and four were considered at risk for EBD. The goal of the study was to increase the rate of BSP delivered to all students in the classroom and determine the effects of increased BSP on students with or at risk for EBD. Results of the study show that, following the teacher training, teachers increased BSP and target students increased their task engagement. In addition to increases in BSP, the use of corrective statements decreased following the training.

Implement Today! Behavior Management Strategies to Increase Engagement and Reduce Challenging Behaviors in the Classroom

2020 ◽  
Vol 29 (2) ◽  
pp. 119-128
Author(s):  
Jessica N. Simpson ◽  
Stephanie Hopkins ◽  
Christopher D. Eakle ◽  
Chad A. Rose
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Behavioral Disorders ◽  
Challenging Behavior ◽  
Behavior Management ◽  
Emotional And Behavioral Disorders ◽  
Challenging Behaviors ◽  
Management Strategies ◽  
Classroom Management Strategies ◽  
Behavior Specific Praise

An increasing number of students with emotional and behavioral disorders are being served in general education environments. This article provides general and special education teachers with step-by-step instructions in three classroom management strategies that, when implemented well, can increase academic engagement and reduce challenging behavior for all students in inclusive classrooms, including those with emotional and behavioral disorders. The strategies involve providing behavior-specific praise, directing play of the Good Behavior Game, and providing students with frequent opportunities to respond to academic requests.

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