Behavior-specific Praise Research Articles

Tailoring Effective Behavior Management Strategies for Speech-Language Pathologists.

Purpose Many speech-language pathologists (SLPs) experience challenging behaviors during service delivery and also report minimal training in effective behavior management strategies. The purpose of this tutorial is to present low-effort behavior management strategies that SLPs can adopt, adapt, and implement. Method After providing an overall rationale for effective behavior management strategies, we present two evidence-based behavior management strategies aimed at improving positive behavior and engagement. We provide descriptions, steps, and applied examples for implementing visual activity schedules and behavior-specific praise. We include three implementation scenarios and resources for SLPs to access specifically tailored to speech-language pathology practice. Conclusions Visual activity schedules and behavior-specific praise are two flexible behavior management strategies that can be collaboratively created by SLPs and educators and implemented during a variety of instructional arrangements during speech and language therapy. Implementing evidence-based behavior management strategies may improve students' engagement and achievement in speech and language-focused outcomes.

High school teachers’ maintained and generalized behavior-specific praise following in situ training.

High school teachers’ maintained and generalized behavior-specific praise following in situ training.

A Conceptual Replication of Targeted Professional Development to Increase Teachers’ Behavior-Specific Praise

Multitiered support for professional development (MTS-PD) is a framework for applying a three-tiered support system to teacher classroom management professional development through targeted training and coaching. In this study, we conceptually replicated two prior MTS-PD studies. Following a school-wide training on behavior-specific praise (BSP), we conducted screening observations to identify teachers in need of additional support. Four teachers were identified and agreed to participate in a multiple-baseline design study focused on providing a targeted PD on BSP followed by emailed and texted visual performance feedback. We observed a functional relation between performance feedback and teachers’ increased use of BSP among participants. Teacher acceptability surveys indicated the teachers approved of the performance feedback intervention and preferred receiving it via text due to ease of access. The results of this study provide further support for the MTS-PD framework along with meaningful considerations for future research. Supplemental data for this article is available online at https://doi.org/10.1080/2372966X.2020.1853486.

Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback

This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of BSP and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers’ overall rates of delivering BSP and reducing reprimands; however, substantial disparities in praise delivery were observed among student racial groups across teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior. The results also indicated that teacher perception of student classroom behavior improved, as a result of the teacher training intervention.

Using a Tiered Approach to Support Early Childhood Educators’ Use of Behavioral Strategies

School-wide, multi-tiered systems of support are increasingly incorporating effective, low-intensity strategies (e.g., behavior-specific praise, choice, precorrection) into their Tier 1 (universal) practices. For some teachers, additional coaching may be needed to promote the use of these strategies. This study applied a tiered approach to supporting early childhood education educators’ use of behavioral strategies by providing email coaching with targeted examples, praise for strategy use, goal setting and visual performance feedback (Tier 2), and if needed, vibratory prompting in addition to Tier 2 supports (Tier 3). Results suggest a functional relation between the intervention and educators’ use of BSP and choice. One teacher required Tier 3 supports to reach goal-level implementation of BSP. Treatment fidelity and social validity data suggest the utility of this tiered approach. Limitations and future directions are discussed.

DÉCOR to Measure Fidelity of Implementation for Behavior Interventions

The effectiveness of behavioral interventions can be dependent on the fidelity with which practitioners design and implement those methods. Fidelity refers to the degree to which interventions are implemented as intended. Interventions implemented with low fidelity do not achieve anticipated results with students, whereas high-fidelity interventions yield desired gains. In this article, DÉCOR is described as a fidelity design and implementation process used between a fidelity coach, someone who knows how to implement the intervention, and the practitioner who will be implementing the intervention. Behavior-specific praise in a middle school setting is used in a DÉCOR scenario as an exemplar of a research-based practice. DÉCOR can be used with all research-based practices across all grade levels.

Culturally Focused Classroom Staff Training to Increase Praise for Students With Autism Spectrum Disorder in Ghana

This study examined the impact of culturally focused classroom staff training on delivery of praise and its collateral effects on student on-task behavior. Training involved self-monitoring and performance feedback to promote staff delivery of culturally adapted praise to students. Four classroom staff and four students with autism spectrum disorder (ASD) in Ghana participated in the study. The outcomes of the study were evaluated using a concurrent multiple baseline across participants (dyads) design with an ABC sequence. Results indicated that staff training using self-monitoring and performance feedback procedures successfully increased staff delivery of behavior-specific praise, but the procedures did not produce desired student outcomes. Culturally relevant adaptations to the topography of praise and implementation support were necessary to improve on-task behavior. This experiment provides an impetus for further examination of how common behavior-analytic training procedures can be culturally adapted for children with ASD in non-Western contexts.

Component Analysis of Training and Goal Setting, Self-Monitoring, and Tactile Prompting on Early Childhood Educators’ Behavior-Specific Praise

Multicomponent interventions have successfully increased early childhood teachers’ rates of behavior-specific praise (BSP); however, package interventions do not allow for nuanced examinations of intervention components. We examined the effects of an intervention package with training, goal setting, self-monitoring, and tactile prompting on early childhood teachers’ BSP rates using an add-in, multiple probe, component analysis. In addition, we measured child on-task behaviors to assess the relation between increased BSP rates and children behavior. We used visual analysis and found that each component increased teachers’ BSP rates; two out of three teacher participants needed the most intense intervention (tactile prompting) to reach mastery criterion. Variable generalized BSP statements to other children in the class occurred between baseline and intervention components. The percentage of child on-task behaviors systematically increased in relation to higher BSP rates.

Increasing teachers’ behavior-specific praise using self-monitoring and a peer teacher’s feedback: the effect on children’s academic engagement

This study examined the effects of teacher self-monitoring combined with peer teacher feedback on their use of behavior-specific praise (BSP). We also examined its effect on children’s academic engagement. The study was conducted in general education classrooms at a Japanese elementary school using a multiple-probe design across participants. Participants included two teachers and 57 children in first and second grade. After the baseline phase, an intervention based on a self-monitoring procedure and peer teacher feedback was implemented to increase teacher use of BSP. Both teachers’ BSP use and children’s academic engagement increased post-implementation; similar effects were maintained in a follow-up session two months later.

Increasing Teachers’ Behavior-Specific Praise:

Increasing Teachers’ Behavior-Specific Praise:

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

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.

Maintenance and Generalization of Preschool Teachers’ Use of Behavior-Specific Praise Following In Situ Training

Preschool children experience a variety of risk factors that could result in the development of more severe mental and behavioral health issues later in life. Simple, teacher-delivered interventions, such as behavior-specific praise, are effective for altering at-risk preschool children’s behavioral trajectory. However, preschool teachers are often not well-trained in the implementation of evidence-based classroom management strategies. The purpose of this study was to test the efficacy of a school-based consultation modality, in situ training, for increasing and maintaining four Head Start teachers’ use of behavior-specific praise. Of particular interest was whether Head Start teachers generalized their use of behavior-specific praise to settings in which in situ training did not occur. Results indicated that all four Head Start teachers increased and maintain their use of behavior-specific praise and generalized their use of praise to settings in which in situ training did not occur. Furthermore, concomitant improvements in the Head Start teachers’ children were observed. Implications, limitations, and directions for future research are discussed.

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

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.

Tier I implementation supports for classroom management: A pilot investigation targeting teachers' praise.

Evidence-based classroom management practices have profound effects on student outcomes. Yet teachers commonly struggle to effectively implement these practices, imploring the provision of implementation supports within a multitiered framework for promoting teachers' practices. Few studies have examined the effects of Tier I implementation supports for classroom management, and none have examined universal implementation within naturalistic school contexts and used strategies that go beyond a "train and hope" approach. Employing a sample of urban, elementary, general education classrooms, this study offers a pilot evaluation of a Tier I implementation support package for promoting teachers' delivery of effective praise for students' behavior. Preliminary results suggest the implementation support package was linked with increases in teachers' behavior-specific praise, heightened praise-to-correction ratios, and increases in students' on-task behavior. Future directions of empirical and practical development are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

ICoaching Behavior-Specific Praise in a Rural Classroom

The purpose of this study was to explore the efficacy of iCoaching to increase the use of behavior-specific praise (BSP) by three educators (one teacher, two paraprofessionals) working in a rural center–based classroom for students with emotional and behavioral disabilities using a short, focused professional development and iCoaching. Results of the single-case delayed multiple baseline design study suggest that iCoaching increased BSP delivery by participants. Furthermore, BSP rates were maintained after iCoaching was withdrawn. Implications for using iCoaching with rural educators and future research directions are discussed.

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

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.

Reliability Assessment of an Observation Tool to Measure Praise Characteristics

Supported by decades of research on praise and its effect on student behaviors, we developed the Behavior-Specific Praise–Observation Tool (BSP-OT) to measure characteristics of effective praise. We evaluated interrater reliability of the BSP-OT to measure praise specificity, contingency, and variety using intraclass correlation (ICC) and Cohen’s kappa statistics. In addition, we assessed usefulness and practicality of the tool with social validity measures. Four raters with experience in praise research completed a survey and coded videos ( n = 14) of teachers in authentic situations delivering praise. Overall assessment indicated strong reliability between raters with ICC(2, k) of .80: 95% confidence interval (CI) = [0.77, 0.83], F(269, 19906) = 5.1, p < .001, and mean kappa score of .91. Furthermore, high social validity ratings suggest the BSP-OT is a valuable contribution to the field concerning praise research and teacher development. The process of developing the BSP-OT and study findings are presented, with a discussion of implications and suggestions for future research.

A Comparison of Two Group Contingencies on Teachers’ Use of Behavior-Specific Praise

The present study evaluated the effects of two reinforcement contingencies on teacher use of behavior-specific praise (BSP) in the classroom. An alternating treatments design was used to compare the implementation of both an independent and interdependent contingency to increase frequency of BSP delivery. Four general education elementary school teachers and their students participated. Teachers’ use of BSP and general praise, as well as, behavior-specific and general reprimands were evaluated. Data were also collected on students’ levels of academically engaged and disruptive behaviors. Both the independent and interdependent conditions resulted in higher frequencies of BSP and reduced the use of both general and behavior-specific reprimands. Student levels of academic engagement increased while disruption decreased across both contingencies. Results of the present study are discussed in terms of related literature and implications for applied practice.

Identifying Critical Components of Classroom Management Implementation

Research suggests that class-wide academic engagement can be improved by research-based classroom management. However, teachers struggle to implement classroom management consistently and may need ongoing support. Identifying critical components of classroom management could help illuminate mechanisms of action and streamline teacher implementation while achieving the same positive student outcomes. This exploratory study evaluates the relative contributions of teachers' implementation of 14 best practice classroom management strategies on class-wide academic engagement. Findings suggest that frequent references to the schedule and routines, behavior-specific praise, and low rates of error correction are significantly related to high rates of class-wide academic engagement. We highlight implications for researchers interested in classroom management and its core components as well as school psychologists providing classroom management support to teachers.

Using Apple Watch to Increase Behavior Specific Praise and Promote a Positive Learning Environment

Using Apple Watch to Increase Behavior Specific Praise and Promote a Positive Learning Environment