ERIC Number: EJ1226912
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis
Zoder-Martell, Kimberly A.; Floress, Margaret T.; Bernas, Ronan S.; Dufrene, Brad A.; Foulks, Samantha L.
Journal of Applied School Psychology, v35 n4 p309-338 2019
The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students' disruptive and off-task behavior as well as prevent students' problem behaviors from occurring. The results of 28 single-case studies examining the effectiveness of training teachers to increase their use of behavior-specific praise were synthesized in this meta-analysis. Overall results suggest that praise training produced a strong effect (Tau-U = 0.85) at increasing teachers' use of behavior-specific praise. Limitations, implications, and future directions of the findings are discussed.
Descriptors: Behavior Modification, Behavior Problems, Student Behavior, Time on Task, Prevention, Intervention, Faculty Development, Positive Reinforcement, Program Effectiveness, Training, Teacher Characteristics, Elementary Education, Early Childhood Education, Secondary Education, Self Contained Classrooms, Early Intervention
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Secondary Education
Authoring Institution: N/A