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ERIC Number: EJ1226912
Record Type: Journal
Publication Date: 2019
Pages: 30
Abstractor: As Provided
ISSN: ISSN-1537-7903
Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis
Zoder-Martell, Kimberly A.; Floress, Margaret T.; Bernas, Ronan S.; Dufrene, Brad A.; Foulks, Samantha L.
Journal of Applied School Psychology, v35 n4 p309-338 2019
The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students' disruptive and off-task behavior as well as prevent students' problem behaviors from occurring. The results of 28 single-case studies examining the effectiveness of training teachers to increase their use of behavior-specific praise were synthesized in this meta-analysis. Overall results suggest that praise training produced a strong effect (Tau-U = 0.85) at increasing teachers' use of behavior-specific praise. Limitations, implications, and future directions of the findings are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A