Download full text
Download full text
ERIC Number: EJ1127753
Record Type: Journal
Publication Date: 2016-Jun
Abstractor: As Provided
Effects of Teacher Praise on Attending Behaviors and Academic Achievement of Students with Emotional and Behavioral Disabilities
Markelz, Andrew M.; Taylor, Jonte C.
Journal of Special Education Apprenticeship, v5 n1 Jun 2016
Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. As a consequence, engagement in class as well as academic progress suffers. A review of the literature was conducted to examine the effects of teacher praise on attending behaviors and academic achievement of students with emotional disabilities. Results of ten studies meeting inclusion criteria were analyzed. Findings suggest teacher praise positively affected attending behaviors with increases in on-task behaviors and decreases in disruptive behaviors. A relationship between teacher praise and academic achievement could not be established due to confounding variables; however, a relationship between teacher praise and student age emerged. Teacher praise affected attending behaviors of younger participants' more than older participants. Limitations, teaching implications and future research are discussed.
Descriptors: Emotional Disturbances, Behavior Disorders, Literature Reviews, Positive Reinforcement, Academic Achievement, Student Behavior, Time on Task, Attention, Behavior Modification, Correlation, Age Differences
Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: firstname.lastname@example.org; Web site: http://www.josea.info
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A