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A significant negative association emerged between off-task behavior and behavior-specific praise, suggesting greater use of behavior-specific praise aligns with less off-task behavior. Training implications are discussed.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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the main purpose of the study?","Question",{"text":63,"@type":64},"To examine general education teachers’ natural use of praise in elementary classrooms and its relation to classroom behavior.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was data collected and analyzed?",{"text":68,"@type":64},"Researchers used 140 hours of direct behavioral observation to collect praise rates and student behavior across 28 general education classrooms.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the study find about teachers’ natural praise rates?",{"text":72,"@type":64},"Teachers’ praise use was low across grade levels, and they used general praise more frequently than behavior-specific praise.",{"name":74,"@type":61,"acceptedAnswer":75},"How is behavior-specific praise related to student off-task behavior?",{"text":76,"@type":64},"A significant negative relation was found between off-task behavior and behavior-specific praise, indicating teachers using more behavior-specific 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Disorders 2018, Vol. 43(4) 411–422  \n© Hammill Institute on Disabilities 2017 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/0198742917709472](DOI: 10.1177/0198742917709472)[ ](DOI: 10.1177/0198742917709472)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nMargaret T. Floress, PhD 1, Lyndsay N. Jenkins, PhD 1, Wendy M. Reinke, PhD2, and Lorena McKown, MS 1  \nAbstract  \nMany 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 = −.37, p = .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.  \nKeywords  \nteacher praise, behavior-specific praise, praise, classroom management, direct observation  \nMany teachers struggle with classroom management and report that it is not only one of the most difficult parts of their job but also an area in which they receive the least amount of training (Baker, 2005; Reinke, Stormont, Herman, Puri, & Goel, 2011) . Student disruptive behavior and ineffective classroom management likely influence teacher attrition, in that many teachers who leave the field due to job dissatisfaction cite student discipline as a contributing factor (Ingersoll, 2001) . Praising is an easy-to-implement, no-cost strategy that has been studied since the 1960sto assist teachers with classroom management (Hall, Lund,& Jackson, 1968; Thomas, Becker, & Armstrong, 1968) . Praise is defined as a verbal statement or gesture signifying teacher approval of student behavior, which goes beyond verbal feedback for a correct academic response (Brophy, 1981; Reinke, Stormont, Herman, Wachsmuth, & Newcomer, 2015) . There are two types of praise: general praise (GP), a broad statement of approval (e.g., good job, nice), and behavior-specific praise (BSP), which explicitly describes the student’s behavior and approval of that behavior (e.g., good job completing all your math questions; Moffat, 2011) . BSP is purportedly more effective than GP because children learn which behavior earned approval (Brophy, 1981). There is a large body of evidence to support that praise can help prevent and ameliorate the effects of emotional and behavioral disorders (EBDs; e.g., Sutherland,  \nLewis-Palmer, Stichter, & Morgan, 2008; Sutherland & Oswald, 2005) .  \nPraise and Student Behavior  \nMany studies have found that when teachers are taught to increase their use of praise, student disruptive and off-task behaviors decrease (Becker, Madsen, Arnold, & Thomas, 1967; Dufrene, Lestremau, Zoder-Martell, 2014; Reinke, Lewis-Palmer, & Martin, 2007; Reinke, Lewis-Palmer, & Merrell, 2008; Sutherland et al., 2008; Sutherland, Wehby,& Copeland, 2000) . When teachers are taught to ignore inappropriate student behavior and attend to appropriate behavior, student disruptive and off-task behavior declines because students lear","cbCaihUjQNuuOhSo","https://ap.wps.com/l/cbCaihUjQNuuOhSo","pdf",354639,12,"English","# Abstract\n## Praise and Student Behavior","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine general education teachers’ natural use of praise in elementary classrooms and its relation to classroom behavior.\"},{\"question\":\"How was data collected and analyzed?\",\"answer\":\"Researchers used 140 hours of direct behavioral observation to collect praise rates and student behavior across 28 general education classrooms.\"},{\"question\":\"What did the study find about teachers’ natural praise rates?\",\"answer\":\"Teachers’ praise use was low across grade levels, and they used general praise more frequently than behavior-specific praise.\"},{\"question\":\"How is behavior-specific praise related to student off-task behavior?\",\"answer\":\"A significant negative relation was found between off-task behavior and behavior-specific praise, indicating teachers using more behavior-specific praise tended to have less off-task behavior.\"}]","General Education Teachers’ Natural Rates of Praise - A Preliminary Investigation | PDF",1792079855]