Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis

Autor/inn/en	Zoder-Martell, Kimberly A.; Floress, Margaret T.; Bernas, Ronan S.; Dufrene, Brad A.; Foulks, Samantha L.
Titel	Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis
Quelle	In: Journal of Applied School Psychology, 35 (2019) 4, S.309-338 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2019.1587802
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Zeitaufwand; Prävention; Vorbeugung; Ausbildung; Elementarunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sekundarbereich
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01