期刊
JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
卷 24, 期 2, 页码 110-121出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/1098300720988250
关键词
general education; natural rates; special education; teacher praise
The study showed that teachers in classrooms delivered low rates of specific, contingent, and varied praise, indicating insufficient praise contingent on student behavior and repetitive use of praise statements. Future research should focus on optimizing teacher praise strategies to enhance their effectiveness on student behaviors.
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 praise. Praise statements of inservice special education (n = 12), inservice general education (n = 13), and dual special education/general education preservice teachers (n = 17) were observed in natural elementary school settings. Statistical results did not indicate differences between teacher groups and praise characteristics; however, descriptive results demonstrate all teacher groups delivered low rates of general and specific praise. Percentages of praise contingency (average range = 59%-91.2%) suggest teachers did not deliver sufficient praise statements contingent on student behavior. Furthermore, percentages of praise variety (average range = 44.5%-57.7%) show use of repetitive praise statements that may reduce efficacy on student behaviors. These findings and other implications are discussed in the context of future praise research.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据