Behavior Specific Praise

1. LaKeisha Weber-Davis
Xavier University of Louisiana Department of Education

2.  How teachers respond to appropriate and
problem behaviors exhibited by children can
set the tone of the classroom environment
 The use of effective and contingent teacher
praise can help promote positive interactions
between teachers and their students
(Conroy, Sutherland, Snyder, Al-Hendawi, Vo, 2009)

3.  Teacher praise or general praise is
positive feedback given to a student, by
the teacher, when the student is putting
forth effort within the classroom

4. Reprimands
 Verbal disapproval or rebuke
given by a teacher when a
student exhibits a behavior
that is deemed deviant by their
standards

5. Researcher (s) Results on Behavior-Specific Praise
Allday, R., Hinkson-Lee K.,
Hudson, T., Neilsen-Gatti, S.,
Kleinke, A., & Russel, C., 2012
• In increase in behavior specific praise showed
high increases of on task behaviors.
Lannie, A. & McCurdy, B.,
2007
Positive, consistent praise statements that are contingent on a
desirable student behavior
The effective use of BSP has been shown to curb problem behaviors
that occur in the classroom
(Brophy, J., 1980) • Praise is more effective when it is behavior-
specific
Lampi, A., Fenty, N., &
Beaunae, C., 2005
• If it used effectively it can help to improve
teacher-student relationships .
Partin, T., Robertson,
R., Maggin, D., Oliver,
R., & Wehby, J., 2010
• Teachers’ self-evaluation of their teaching style
is essential to increasing the use of praise in
classrooms

6. Research conducted during the 2011-2012 school year
Hypothesis: Behavior-specific praise is being used infrequently,
if at all, in an urban, high school setting
Purpose: The data collected will answer the following questions:
• Are teachers using general praise within a high school classroom setting?
• Are teachers using effective behavior-praise within a high school classroom setting?
• Are teachers reprimanding students more often than they are praising them?
Participants
 The 6 teacher-participants (2 females and two males) were
Caucasian; two teachers (both females) were African
American. All are teachers of general education students in
grades 9-12th

7. Setting
 Each participant was observed in 15 minute intervals within their
classroom during the 5th instructional block
Results
 Data collection revealed that 3 of the 6 teachers (A, D &E) used
BSP praise during the 15 minute observation
 Participants A, B and E also used some form of general praise
during the observation
 Two teachers (C &F) did not use any form of praise during the
time interval
 Every participant expressed their dissatisfaction towards what
they deemed as an inappropriate behavior (e.g. tardiness)

8.  Conclusion
 The results of my study support the notion that behavior-
specific praise is scarcely used in schools
 Teachers’ self-evaluation of their teaching style is essential to
increasing the use of praise in classrooms (Partin, T., Robertson, R.,
Maggin, D., Oliver, R., & Wehby, J., 2010)
 Effective and contingent BSP is a powerful instructional
strategy that is not practiced in abundance by educators

9.  Behavior-specific praise is proven
effective but is often underutilized
 Teachers who disregard the
appropriate behaviors of children and
focus more on inappropriate
behaviors will more than likely
continue to engage in those problem
behaviors
(Kallis, T., Vannest, K., & Parker, R., 2007)
(Conroy et al., 2009)

10. How it Looks Rewards
 Statement should
highlight the specific
appropriate behavior
◦ Ex. “Great job tracing the letter
“A” Jaycee!”
 Praise should be giving
immediately after
student displays behavior
 Should be sincere,
positive, and consistent
 The use of consistent,
behavior-specific
praise will increase the
occurrence of the
positive behavior
 Rewards can be in the
form of tangible items

11. LIMITATIONS FUTURE DIRECTIONS
The limitations of the
previous studies are as
follows:
◦ The sample size of
participants
◦ The length of the
observation may not have
been a sufficient amount
of time to gather concrete
evidence
◦ The presence of
observers can affect
student performance
 Every teacher in the high
school can be observed
for the use of BPS
 All teachers can be
provided behavioral
management training,
including strategies,
which can facilitate the
contingent use of BPS.
 The methods used in this
study can be applied on a
larger scale.

12. Allday, R., Hinkson-Lee K., Hudson, T., Neilsen-Gatti, S., Kleinke, A., & Russel, C., 2012. Training general educators
to increase behavior-specific praise: Effects on students with EBD. Behavioral Disorders, 37 (2), 87-98.
Beaman, R. & Wheldall, K. (2000). Teachers’ use of approval and disapproval in the classroom. Educational
Psychology, 20(4), 431-446.
Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 55-132.
Conroy, M., Sutherland, K., Snyder, A., Al-Hendawi, M., Vo, A. (2009). Creating a positive classroom
atmosphere: Teacher’s use of effective praise and feedback. Beyond Behavior, 18-26.
Filcheck, H., McNeil, C., & Herschell, A. (2001). Types of verbal feedback that affect compliance and general behavior
in disruptive and typical children. Child Study Journal, 31(4), 225-248.
Kalis, T., Vannest, K., & Parker, R. (2007). Praise counts: Using self-monitoring to increase effective teaching
practices. Preventing School Failure, 51(3), 20-27.
Lampi, A, Fenty, N & Beaunae, C. (2000). Making the three p’s easier: Praise, proximity, and precorrection.
Beyond Behavior, 8-12.
Partin, T., Robertson, R., Maggin, D., Oliver, R., & Wehby, J. (2010). Using teacher praise and opportunities to
respond to promote appropriate student behavior. Preventing School Failure, 54(3), 172–178.
Reinke, W., Lewis-Palmer, T. & Merrell, K. (2008)The classroom check-up: A classwide teacher consultation model
for increasing praise and decreasing disruptive behavior. School Psychology Review, 37(3), 315-332.
Sutherland, K., Lewis-Palmer, T., Stichter, J., & Morgan, P. (2008). Examining the influence of teacher behavior and
classroom context on the behavioral and academic outcomes for students with emotional or behavioral
disorders. The Journal of Special Education, 41(4), 223-234.
Sutherland, K., Wehby, J., Copeland, S. (2000). Effects of varying rates of behavior specific praise on the on-task
behavior of students with EBD. The Journal of Emotional and Behavioral Disorders, 8(1), 2-8, 26.