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Teachers' Use of Specific, Contingent, and Varied Praise
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Markelz, Andrew; Riden, Benjamin; Floress, Margaret T.; Balint-Langel, Kinga; Heath, Joshua; Pavelka, Shelby – Journal of Positive Behavior Interventions, 2022
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…
Descriptors: Positive Reinforcement, Classroom Techniques, Behavior Modification, Special Education
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
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Sallese, Mary Rose; Vannest, Kimberly J. – Journal of Positive Behavior Interventions, 2020
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…
Descriptors: Self Evaluation (Individuals), Intervention, Preservice Teachers, Teacher Behavior
Modeling Positive Behavior Interventions and Supports for Preservice Teachers
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Hill, Doris Adams; Flores, Margaret M. – Journal of Positive Behavior Interventions, 2014
The authors modeled programwide positive behavior interventions and supports (PBIS) principles to 26 preservice teachers during consolidated yearly extended school year (ESY) services delivered to elementary students from four school districts. While PBIS were in place for preservice teachers to implement with students, a similar system was…
Descriptors: Preservice Teachers, Behavior Modification, Intervention, Extended School Year