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    Behavior Specific Praise Statements

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    Behavior specific praise is an effective teaching strategy that provides positive feedback to students for specific desirable behaviors. It involves praising students using statements that describe the desired behavior, such as "I like how you are sitting quietly." General praise that does not specify the behavior, like "good job," is less effective. Behavior specific praise is most beneficial when delivered immediately after the targeted behavior occurs. Teacher coaching that provides performance feedback on using behavior specific praise has been shown to help teachers effectively increase its use in the classroom. This leads to increased student time on task, responding, and correct answers.

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    Behavior Specific Praise Statements

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    api-313063092
    293 views4 pages
    Behavior specific praise is an effective teaching strategy that provides positive feedback to students for specific desirable behaviors. It involves praising students using statements that describe the desired behavior, such as "I like how you are sitting quietly." General praise that does not specify the behavior, like "good job," is less effective. Behavior specific praise is most beneficial when delivered immediately after the targeted behavior occurs. Teacher coaching that provides performance feedback on using behavior specific praise has been shown to help teachers effectively increase its use in the classroom. This leads to increased student time on task, responding, and correct answers.

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    Behavior specific praise is an effective teaching strategy that provides positive feedback to students for specific desirable behaviors. It involves praising students using statements that describe the desired behavior, such as "I like how you are sitting quietly." General praise that does not specify the behavior, like "good job," is less effective. Behavior specific praise is most beneficial when delivered immediately after the targeted behavior occurs. Teacher coaching that provides performance feedback on using behavior specific praise has been shown to help teachers effectively increase its use in the classroom. This leads to increased student time on task, responding, and correct answers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    293 views4 pages

    Behavior Specific Praise Statements

    Uploaded by

    api-313063092
    Behavior specific praise is an effective teaching strategy that provides positive feedback to students for specific desirable behaviors. It involves praising students using statements that describe the desired behavior, such as "I like how you are sitting quietly." General praise that does not specify the behavior, like "good job," is less effective. Behavior specific praise is most beneficial when delivered immediately after the targeted behavior occurs. Teacher coaching that provides performance feedback on using behavior specific praise has been shown to help teachers effectively increase its use in the classroom. This leads to increased student time on task, responding, and correct answers.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Behavior Specific Praise

    What is it?
    Statements
    W
    Aneffectiveteaching
    strategythatmay
    positivelyaffectclassroom
    behaviorbyincreasing
    studenttimeontask,
    responding,andcorrect
    answers.

    Differences
    General Praiseteacher delivers
    verbal praise
    without describing
    the behavior for
    which the students
    are praised Ex.
    good job or nice
    work
    BSPS- teacher
    approves (rewards)
    a specific academic
    or social behavior
    with a verbal
    comment, the
    praise statement
    Ex. Joe, I like the

    How is it
    WhenBeneficial/Effective?
    delivered contingently: immediately

    following the desired behavior. Usingpraise

    statementsallowsteacherstoprovidefeedbackonthe
    specificstudentbehaviortheyaretryingtoreinforce.
    Inaddition,teachers'useofpraiseiseffectivein
    providingencouragement,buildingselfesteem,and
    promotingpositiveteacherstudentrelationships

    How to Use!
    Directly link the praise statement to the student
    behavior you want to increase.
    The praise statement should include feedback on the
    appropriateness and successfulness of the student
    behavior.
    Determine if the praise statement serves as an
    opportunity for genuine, positive, and meaningful
    interaction between the teacher and student.
    The praise statement should reflect the students'
    diverse skill level.
    Evaluate whether the praise statement is actually
    reinforcing. Review feedback data and consider the

    Behavior Specific Praise


    First Time- Teacher Coaching
    Teachercoachingwithperformancefeedbackhas
    beeneffectiveinassistingteacherswith
    increasingtheuseofBSPS.Teachercoaching
    worksmuchlikecoachingathletesasitinvolves:
    (a)choosingaskilltodevelop,(b)reviewing
    informationregardingtheskill,(c)discussingthe
    skillapplication,(d)practicingtheskill,(e)
    collectingdatathroughobservationstoanalyze
    theeffect,and(f)providingfeedback.

    Statements

    Population
    BSPS can work for anyone, but
    most effective when used with
    EBD students.

    Implementation

    Students of all ages, but mostly


    Can easily
    be implemented
    younger
    children inside and outside the general education classrooms as well as inclusi

    BSPS can be used for the whole classroom, small group, or even an individual student.
    The younger the child is at the time of intervention, the greater the impact on the childs social ad
    Children with or at-risk for challenging behaviors should receive more positive attention and feedb

    Reference List
    Duchaine,E.L.,Jolivette,K.,&Fredrick,L.D.(2011).Theeffectofteachingcoachingwithperformancefeedbackonbehavior
    specificpraiseininclusionclassrooms.EducationandTreatmentofChildren,34(2),209227.
    Haydon,T.,&MulstiRao,S.(2011).Effectiveuseofbehaviorspecificpraise:Amiddleschoolcasestudy.BeyondBehavior,
    20(2),3137.
    Stormont,M.A.,Smith,S.C.,&Lewis,T.J.(2007).TeacherimplementationofprecorrectionandpraisestatementsinHead
    Startclassroomsasacomponentofaprogramwidesystemofpositivebehaviorsupport.Journalof
    BehaviorEducation,16,280290.
    Stormont,M.,&Reinke,W.(2009).Theimportanceofprecorrectivestatementsandbehaviorspecificpraiseandstrategiesto
    increasetheiruse.BeyondBehavior,18(3),2632.

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