[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594698-105":59,"doc-detail-594698-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","praise-research-trends-and-future-directions-characteristics-and-teacher-training","Praise Research Trends and Future Directions - Characteristics and Teacher Training","","Teacher praise functions as a classroom management tool that goes beyond simple feedback for correct responding. Training teachers to increase praise use can reduce disruptive and off-task behavior while improving instructional environments. This article reviews research on different praise characteristics and training methods, summarizing approaches that show positive acceptability and impact. Findings emphasize behavior-specific, verbal, and contingent praise delivered to individuals, with most training using didactic, feedback, and goal-setting components; future work should address less-studied praise forms and training formats.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/praise-research-trends-and-future-directions-characteristics-and-teacher-training/594698/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/praise-research-trends-and-future-directions-characteristics-and-teacher-training/594698.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does teacher praise support classroom management?","Question",{"text":112,"@type":113},"Teacher praise is an approval or admiration that extends beyond feedback for correct responses. Increased praise rates have been linked to improved student behavioral outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of praise characteristics and delivery are most commonly studied?",{"text":117,"@type":113},"Research most often focuses on behavior-specific, verbal, and contingent praise delivered to individual students.",{"name":119,"@type":110,"acceptedAnswer":120},"What training approaches have been used to help teachers increase praise?",{"text":121,"@type":113},"Many training studies combine two or more methods, commonly including didactic instruction, feedback, and goal-setting components.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594698,1792172465,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Praise Research Trends and Future Directions: Characteristics and Teacher Training  \nBehavioral Disorders 2017, Vol. 43(1) 227–243  \n© Hammill Institute on Disabilities 2017 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/0198742917704648](DOI: 10.1177/0198742917704648)[ ](DOI: 10.1177/0198742917704648)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nMargaret T. Floress, PhD 1, Shelby L. Beschta, MS 1, Kari L. Meyer, MS 1, and Wendy M. Reinke, PhD2  \nAbstract  \nTeacher praise is an effective classroom management tool. Training teachers to increase their use of praise can improve student disruptive and off-task behavior. The purpose of this article is to examine different characteristics of praise and the training methods used in the literature. Training methods with positive treatment acceptability and demonstrated impact are summarized. Results indicate that most research focuses on behavior-specific, verbal, and contingent praise delivered to individual students. Most training studies used a combination of two or more methods that most commonly included a didactic, feedback, or goal setting component. Only half of the training studies measured treatment acceptability and the majority of these ratings were positive. Most studies training teachers to use praise had positive results. More research focused on infrequently studied praise characteristics (e.g., gestures, physical, and private) and training methods (e.g., in vivo, self-monitoring, and incentives) is needed. Implications for future praise research are presented.  \nKeywords  \nteacher praise, praise characteristics, praise training methods, praise research, professional development  \nIncreasingly, teachers are expected to include students with diverse academic and behavioral needs into the general education setting (Cheney & Barringer, 1995; McLeskey, Henry, & Hodges, 1998; Sawka, McCurdy, & Mannella, 2002) . The demand to include students with disabilities comes with an increased need to manage student behavior problems. Unfortunately, many teachers are not prepared to meet this challenge (Begeny & Martens, 2006; DarlingHammond, Wei, Andree, Richardson, & Orphanos, 2009; Westling, 2010) . In fact, many teachers report that managing student behavior is one of the most difficult parts of their job (Reinke, Stormont, Herman, Puri, & Goel, 2011) . For these reasons, identifying strategies that promote positive student outcomes, such as praise, is critical. Currently, however, many gaps in the literature exist that require additional research and development to ensure the effects of praise are maximized. Examples of these areas include determining the most important praise characteristics and most effective training methods. Prior to determining which characteristics and training methods are most effective, it is important to survey the praise literature to determine which praise characteristics and training methods have been studied. By doing this, common definitions for praise characteristics and training can be established, which will help to guide future research.  \nPromoting Positive Student Behavior  \nTeacher praise is an expression of approval or admiration that goes beyond feedback for a correct response (Brophy, 1981a, 1981b; Reinke, Lewis-Palmer, & Merrell, 2008) . Researchers have been studying teacher praise for more than five decades with many studies providing evidence of a functional relation between increased rates of praise and positive student outcomes (Becker, Madsen, Arnold, & Thomas, 1967; Dufrene, Lestremau, & Zoder-Martell, 2014; Reinke et al., 2008; Sutherland, Wehby, & Copeland, 2000) . Praise has been demonstrated to be effective on a range of behavioral outcomes for students in general and those with emotional and behavioral disorder (EBD; Sutherland, Lewis-Palmer, Stichter, & Morgan, 2008; Sutherland & Oswald, 2005) . Teache","cbCaiqMRuSHJppRH","https://ap.wps.com/l/cbCaiqMRuSHJppRH","pdf",999802,17,"English","# Abstract\n## Teacher praise as classroom management\n## Evidence trends and research focus\n## Training methods and acceptability\n## Need for future research on under-studied praise forms","[{\"question\":\"How does teacher praise support classroom management?\",\"answer\":\"Teacher praise is an approval or admiration that extends beyond feedback for correct responses. Increased praise rates have been linked to improved student behavioral outcomes.\"},{\"question\":\"What kinds of praise characteristics and delivery are most commonly studied?\",\"answer\":\"Research most often focuses on behavior-specific, verbal, and contingent praise delivered to individual students.\"},{\"question\":\"What training approaches have been used to help teachers increase praise?\",\"answer\":\"Many training studies combine two or more methods, commonly including didactic instruction, feedback, and goal-setting components.\"}]","Praise Research Trends and Future Directions - Characteristics and Teacher Training | PDF",1792079663,43]