General Education Teachers' Natural Rates of Praise: A Preliminary Investigation

Autor/inn/en	Floress, Margaret T.; Jenkins, Lyndsay N.; Reinke, Wendy M.; McKown, Lorena
Titel	General Education Teachers' Natural Rates of Praise: A Preliminary Investigation
Quelle	In: Behavioral Disorders, 43 (2018) 4, S.411-422 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742917709472
Schlagwörter	General Education; Elementary School Teachers; Classroom Techniques; Positive Reinforcement; Observation; Student Behavior; Positive Behavior Supports; Incidence; Statistical Analysis; Illinois + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Beobachtung; Student behaviour; Schülerverhalten; Vorkommen; Statistische Analyse
Abstract	Many studies have demonstrated that when teachers are trained to increase their use of praise, student misbehavior improves; however, few studies have examined teachers' natural use of praise and no study has examined the relation between teachers' natural use of praise and classroom behavior. The purpose of the current study was to examine general education teachers' natural use of praise in elementary classrooms. One hundred forty direct behavioral observation hours were used to collect praise rates and student behavior across 28 general education classrooms (kindergarten to fifth grade). Across all grade levels, results suggest that teachers' use of praise was low (grade-level mean rates ranging from 0.38 per minute in the fourth grade to 0.75 per minute in kindergarten) and teachers used general praise more frequently than behavior-specific praise (BSP). A significant, negative relation was found between off-task behavior and BSP (r = -0.37, p = 0.05), indicating that teachers who used more BSP tended to have less off-task behavior in their classrooms. Implications for training teachers to increase their use of BSP as a universal strategy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01