The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors.
Research has demonstrated that behavior specificity is 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 treatment...
| Publicado en: | Journal of Positive Behavior Interventions Vol. 25; no. 4; pp. 227 - 239 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Oct2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=171808833&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 171808833 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10983007 5LU jtl: Journal of Positive Behavior Interventions issn: 10983007 maglogo: N pubinfo: dt: Oct2023 vid: 25 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 171808833 159341914 171808833 171808833 10.1177/10983007221126568 171808833 ppf: 227 ppct: 12 formats: tig: atl: The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors. aug: au: Markelz, Andrew M. Riden, Benjamin S. Morano, Stephanie Hazelwood, Alicia L. Taylor, April M. affil: Ball State University, Muncie, IN, USA sug: subj: Behavior Modification Evaluation Praise Child Behavior Students, Elementary Psychosocial Factors Task Performance and Analysis Evaluation Human Female Male Reinforcement (Psychology) Alternative Therapies Learning Environment Teaching Methods Dependent Variable Independent Variable Literature Empirical Research Female Male ab: Research has demonstrated that behavior specificity is 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 U.S. 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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