Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers

Caldarella, Paul; Larsen, Ross; Williams, Leslie; Wills, Howard P.; Wehby, Joseph H.

doi:10.1353/etc.2019.0021

Cited by 33 publications

(27 citation statements)

References 6 publications

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“…Behavior-specific praise also improves student engagement (Marchant & Anderson, 2012;Reinke et al, 2013). Of increasing interest for improving student behavior is teachers' praise-to-reprimand ratios (PRR), a comparison of the number of praise statements delivered to the number of reprimands (Caldarella, Larsen, Williams, Wills, & Wehby, 2019). In an empirical investigation of the critical indicators of effective teaching (Espin & Yell, 1994), the teachers rated as most competent elicited high rates of student academic responding and delivered frequent positive responses (e.g., praise); they also gave infrequent negative responses (e.g., reprimands) in the presence of low rates of student off-task behavior.…”

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confidence: 99%

Managing Student Behavior in the Middle Grades Using Class-wide Function-Related Intervention Teams

et al. 2019

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During the transition from the elementary to middle grades, young adolescents may become increasingly vulnerable for emotional and behavioral problems. Class-Wide Function-Related Intervention Teams for middle level school (CW-FIT MS), the independent variable examined in this study, was developed to improve teaching and learning by fostering student engagement. The study's purpose was to examine the feasibility and effects of CW-FIT MS Tier 1 implementation in nine middle level school classes using a single-subject ABAB withdrawal design. Participants were 234 students in grades 6-8, including 23 identified as at risk for emotional behavioral disorders. Results of CW-FIT MS Tier 1 implementation showed significant improvement in on-task behavior for groups as well as individual target students, increased teacher praise-to-reprimand ratios, and decreased target student disruptions. Outcomes of social validity surveys were consistent with earlier studies. Study findings extend previous results by demonstrating positive intervention effects in novel settings with a greater number of participants. Study limitations and areas for future research are discussed.

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confidence: 99%

Managing Student Behavior in the Middle Grades Using Class-wide Function-Related Intervention Teams

et al. 2019

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“…For example, O'Handley et al (2018) found tactile prompts for teacher BSP to result in increases in BSP and decreases in reprimands. The current study provides additional support for both real‐time and delayed VPF as means for impacting teacher praise and reprimands, and may be effective strategies for increasing teachers' ratio of positive to negative interactions—likely to further promote academic engagement of students (e.g., Caldarella et al, 2019; Cook et al, 2017).…”

Section: Discussionmentioning

confidence: 68%

A comparison of real‐time and delayed visual performance feedback on teacher praise

Lown

Radley

Dart

et al. 2020

Psychology in the Schools

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A number of researchers have found behavior‐specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others. The current study compared two types of performance feedback, delayed performance feedback and real‐time visual performance feedback, on the use of BSP by Head Start teachers. The primary outcome of the study was teacher use of BSP, with student academic engagement behavior being evaluated as a secondary dependent variable. Results from the study indicated that both procedures resulted in increases in teacher use of BSP, with little differentiation between performance feedback strategies. Similarly, both strategies received high ratings of social validity from participating teachers.

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“…Concerning juvenile delinquents, there were observed problems (e.g., the SDQ), but self-esteem might not be the panacea claimed. Many programs call for extreme praise, such as at the rate of praise to reprimand as high 9:1 (Caldarella et al, 2019), yet many studies suggested praise was either not effective or might be harmful (Brummelman et al, 2017;Lepper et al, 1973;Gneezy et al, 2019;Moore et al, 2019). Other efforts included eliminating grade retention because it was harmful to students (Hughes et al, 2018;Klapproth et al, 2016) and the negative effects of school exclusionary policies in favor of letting students escape meaningful discipline (Anyon et al, 2014;Eyllon et al, 2020) Yet, mantras around grit, self-esteem, growth mindset, and other constructs did not transform students and instill academic and social skills with emotional stability.…”

Section: Discussionmentioning

confidence: 99%

Use of the Single-Item Self-Esteem Scale in a Juvenile Delinquent Population: A Convergent Validity Study

Coker

2021

IJE

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The validity of the Single-Item Self-Esteem Scale (SISE) in adolescents was not well established, and how self-esteem manifested in newly incarcerated juvenile delinquents was poorly described. Using a retrospective study with archival records, the SISE was compared to other measures of self-esteem, grit, mental health, and academic self-concept in a small juvenile detention center in the Midwest of the United States. Demographic data were analyzed, and a correlation, intraclass correlation, and kappa statistic were run to test relationships and reliability. The SISE was found to be a reliable and efficient tool to use with adolescents and juvenile delinquents. Policy recommendations applicable to juvenile delinquents and schools in general give direction using the findings.

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Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers

Cited by 33 publications

References 6 publications

Managing Student Behavior in the Middle Grades Using Class-wide Function-Related Intervention Teams

Managing Student Behavior in the Middle Grades Using Class-wide Function-Related Intervention Teams

A comparison of real‐time and delayed visual performance feedback on teacher praise

Use of the Single-Item Self-Esteem Scale in a Juvenile Delinquent Population: A Convergent Validity Study

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