ERIC Number: EJ1030326
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 102
Teacher Resistance to Frequent Rewards and Praise: Lack of Skill or a Wise Decision?
Bear, George G.
Journal of Educational & Psychological Consultation, v23 n4 p318-340 2013
Resistance and the lack of fidelity or integrity in the use of rewards and praise are commonly cited in the behavioral consultation literature, particularly when teachers are asked to manage student behavior using frequent rewards and praise in a systematic manner. There are multiple potential reasons for resistance and lack of implementation fidelity in general, but three pertain specifically to the use of rewards and praise as commonly prescribed by behavioral consultants: (a) conflicts with teacher's philosophy, training, and educational aims; (b) the teacher's recognition that change is not needed; and (c) the teacher's recognition of the limitations of frequent and systematic use of rewards and praise. As discussed in this article, those reasons often are valid but also can be addressed by consultants and researchers in ways that are likely to reduce resistance and increase fidelity of implementation.
Descriptors: Resistance (Psychology), Fidelity, Rewards, Positive Reinforcement, Teachers, Student Behavior, Behavior Modification, Consultation Programs, Conflict, Teacher Attitudes
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A