Working Together: A Process to Support Teachers in Increasing Specific Praise Statements-Reference-Cited by-同舟云学术

Working Together: A Process to Support Teachers in Increasing Specific Praise Statements

Published:2019-05-06 Issue:3 Volume:55 Page:162-168
ISSN:1053-4512
Container-title:Intervention in School and Clinic
language:en
Short-container-title:Intervention in School and Clinic

Author:

Reynolds Jennifer L.¹^ORCID,Cochrane Wendy S.¹,Furey William M.²,Matvichuk Tammy A.¹

Affiliation:

1. University of Toledo, School of Intervention and Wellness, Toledo, OH, USA

2. Manhattan College, Education Department, Riverdale, NY, USA

Abstract

Structured and frequent teacher-delivered praise is an evidence-based component of classroom management. High rates of teacher-delivered praise have positive effects on student behavior. These positive effects are observed in all students. However, teachers struggle to deliver rates of praise consistent with recommendations in the literature. This article presents a four-step training process that includes specific strategies coaches, consultants, administrators, or fellow teachers can use to assist teachers in increasing the number of specific praise statements.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/1053451219842260

Reference44 articles.

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3. FIXED-TIME TEACHER ATTENTION TO DECREASE OFF-TASK BEHAVIORS OF TYPICALLY DEVELOPING THIRD GRADERS

4. Are Regular Education Classes Equipped to Accommodate Students with Learning Disabilities?