The Effects of Different Rates of Behavior-Specific Praise in Secondary Classrooms

O’Handley, Roderick D.; Olmi, D. Joe; Dufrene, Brad A.; Radley, Keith C.; Tingstrom, Daniel H.

doi:10.1177/10983007221091330

Cited by 8 publications

(2 citation statements)

References 35 publications

(113 reference statements)

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“…We set frequency goals using descriptive data (means and ranges) and visual analysis of the participant’s performance. Goals were also informed by research on recommended practice rates (Hollo & Hirn, 2015; Kestner et al, 2019; MacSuga-Gage & Simonsen, 2015; O’Handley et al, 2023). The average BSP goal was five (range = 2–10) and the average unison OTR goal was 27 (range = 12–38).…”

Section: Methodsmentioning

confidence: 99%

The Potential Promise of Using Adapted Alternating Treatment Designs to Assess Teachers’ Use of Classroom Management Practices

Torelli

Noel

Gross

et al. 2023

Assessment for Effective Intervention

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Teachers critically need classroom management skills. To develop these skills, teachers need high-quality professional development (PD). To support teachers, schools need practical tools for assessing the effects of PD on teachers’ use of classroom management practices. The adapted alternating treatments design (AATD) may be a tool for this purpose. We conducted an initial pilot investigation testing the potential of AATDs to evaluate the effects of PD on teachers’ use of classroom management practices for eight P–12 teachers. We successfully used AATDs to evaluate PD effects in all cases across two phases of PD (online module instruction, online module + peer coaching). Results suggest the potential promise of using AATDs to evaluate the effects of PD on teachers’ use of classroom management practices. Results also showed didactic training alone was often insufficient to increase use of practices, whereas peer coaching was effective in increasing use of at least one practice for all teachers.

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Section: Methodsmentioning

confidence: 99%

The Potential Promise of Using Adapted Alternating Treatment Designs to Assess Teachers’ Use of Classroom Management Practices

Torelli

Noel

Gross

et al. 2023

Assessment for Effective Intervention

View full text Add to dashboard Cite

show abstract

“…Other researchers have recommended similar ranges like 18 to 30 BSP class-wide per hour (Floress et al, 2020). At the secondary level, researchers have recently identified using BSP once per 2 min as superior to once per 4 min in increasing academic engaged behavior and reducing disruptive behavior (O’Handley et al, 2022). In line with previous research, we also recommend at least 1 BSP statement class-wide every 2 min.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors

Markelz

Riden

Morano

et al. 2022

Journal of Positive Behavior Interventions

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Research has demonstrated behavior specificity as a salient characteristic of teacher praise efficacy. Praise variety may also be an important characteristic to reinforce desired student behavior based on research about the quality of reinforcers. In this study, we used an alternating treatments design to examine the effects of varied and non-varied behavior-specific praise (BSP) on two first-grade students’ on-task behaviors in general education classrooms. Visual and statistical analyses suggest both varied and non-varied BSP increased on-task behavior, with varied BSP resulting in marginally higher levels of on-task behavior. There was no functional relationship between varied and non-varied BSP conditions. Findings from this study contribute to teacher praise literature as the first to empirically investigate the effects of praise variety on student behavior. We discuss the implications of this preliminary research and encourage future inquiry into additional characteristics of praise.

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Multitiered Consultation to Promote Preservice Teachers’ Delivery of Behavior-Specific Praise in Early Childhood Education Classrooms

et al. 2022

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The Effects of Different Rates of Behavior-Specific Praise in Secondary Classrooms

Cited by 8 publications

References 35 publications

The Potential Promise of Using Adapted Alternating Treatment Designs to Assess Teachers’ Use of Classroom Management Practices

The Potential Promise of Using Adapted Alternating Treatment Designs to Assess Teachers’ Use of Classroom Management Practices

The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors

Multitiered Consultation to Promote Preservice Teachers’ Delivery of Behavior-Specific Praise in Early Childhood Education Classrooms

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