Behavior-Specific Praise in the Classroom

1 Behavior-Specific Praise in the Classroom JULY 2016. This guide was produced by the Tennessee behavior Supports Project at Vanderbilt University one of three projects across the state funded by the Tennessee Department of Education to provide training and technical assistance to schools as they address the behavioral needs of students. This brief was authored by Stephanie T. Villeda, Brooke C. Shuster, Lauren Magill, & Erik W. Carter. raise is a powerful tool for BSP can also be easily incorporated into strategy can be differentiated based on P educators. When used effec- any instructional For example, age of students, development, tively in the Classroom , it can in the cafeteria, students can be the settings in which you increase the social and academic perfor- praised for standing quietly in line teach, and your mance of students, as well as improve while waiting for food, or in the Positive school's culture ( , Classroom climate.)

2 General Praise can library for reading quietly to Praise Thumbs up for be reinforcing for some students, but themselves. sitting crisscross on the most powerful Praise is specific to the rug. versus a student's behavior . Behavior-Specific What Does Thank you Praise (BSP) gives students specific , for engaging behavior - BSP. positive verbal feedback indicating in our approval of social or academic behavior specific Praise behavior Student discussion ( , Sydney, I like how you are sitting specific specific about the with your hands to yourself. ).1 It is an Look Like? chapter. ). evidence-based Classroom management BSP is a nonintrusive way Using BSP. strategy that improves student behavior to reinforce the specific , can increase by letting students know exactly what desired behaviors of your stu- students' time on-task they are doing dents.

3 This Classroom management and decrease their disruptive behavior . BSP Should Be: How much BSP should you give? 1. A description of a desired A general 4:1 ratio of Praise to reprimand statements is desirable. Using behavior (social or academic). about 6 Praise statements every 15 minutes is also 2. specific to the student or class. 3. A positive Praise 1. Examples of BSP Non-examples of BSP Jontez, great job sitting in your chair and listening to me Thank you for keeping your hands to while I was explaining the math Don't touch him! yourself, Ana! problem.. Great job being quiet, Joachim! Good Job! Jaime, I like that you are sharing your Way to go! materials with Mohammed. Behavior-Specific Praise can be implemented within any multi- Great job taking turns in group Stop that! tiered system of supports.

4 The discussions, class! goal of multi-tiered system of Laura, excellent use of our new That's not nice! We don't behave that supports is to proactively meet vocabulary word! way in our Classroom . the behavioral and social needs and strengths of individual students in a unified framework based on the school's values and Why is Behavior-Specific decrease the teacher's time spent on community. An example of multi- correcting inappropriate behaviors. tiered system of supports being Praise so Important? This helps create a more positive and implemented in many schools More than 30 years of research has productive Classroom environment, in Tennessee is Response to indicated teacher Praise is an effective where students know the behavioral Instruction and Intervention for management strategy for increasing expectations.

5 It also builds students' behavior (RTI2-B). students' appropriate behavior in the confidence as they receive BSP for their Further, an increase in actions and teacher BSP can also improve academic outcomes for How Do I Implement Ways to Remember Behavior-Specific Praise When implemented consistently and to Use behavior - correctly, BSP increases instructional in the Classroom ? time, on-task behavior , and correct specific Praise (BSP). First, think about the behaviors you academic responses. It may also would like to see in your Classroom in the Classroom : ( , listening while others are speaking, Remind yourself with written giving your best effort). Write down prompts ( , on the board, a list of specific behaviors that will on post-it notes, in your lesson help students continue to progress plans).9. academically and behaviorally in Create laminated cards of BSP.

6 Your Classroom ( , pay attention statements and locate them in to the speaker, raise your hand and visible places throughout the ask questions when confused). Then use this list to begin noticing and Set a goal for yourself and tally acknowledging student behavior . the number of BSP statements You may post some of these positive you make during a behavioral expectations around your Monitor your efforts by Classroom as a reminder for you to recording lessons ( , video, Praise those specific behaviors. This can audio) to determine whether also serve as a reminder for students to you are consistently using display the desired, specific , appropriate behaviors. 2. For Further Reading Education and Treatment of Children, 34, 35-39. Conroy, M. A., Sutherland, K. S., Snyder, A., Piscareta, J., Tincani, M., Connell, J.

7 E., &. Al-Hendawi, M. & V. A. (2009). Creating a Axelrod, S. (2011). Increasing teachers'. positive Classroom atmosphere: Teachers' use of a 1:1 Praise -to- behavior correction use of effective Praise and feedback. ratio to decrease student disruption in Beyond behavior , 18, 18-26. general education classrooms. Behavioral Interventions, 26, 243-260. Gable, R. A., Hester, P. H., Rock, M. L., &. Hughes, K. G. (2009). Back to Basics Rules, Myers, D. M., Simonsen, B., Sugai, G. (2011). 5. Praise , Ignoring, and Reprimands Revisited. Intervention in School and Clinic, 44, 195- 6. Allday, R. A., Hinkson-Lee, K., Hudson, T., 205. Neilsen-Gatti, S., Kleinke, A., & Russel, C. S. (2012). Training general educators to Lampi, , Fenty, N. S., & Beaunae, V. increase behavior specific Praise : Effects (2005). Making the three P's easier: Praise , on students with EBD.

8 Behavioral Disorders, proximity, and precorrection. Beyond 37, 87-98. behavior , 15, 8-12. Sutherland, K. S., & Wehby, J. H., Copeland, S. R. (2000). Project PARA. (2014). behavior management lesson 4: Strategies for increasing positive Sutherland, K. S., & Wehby, J. H. (2001). 7. student behaviors. University of Nebraska- The effect of self-evaluation on teaching How do I Teach Lincoln. Retrieved from behavior in classrooms for students with emotional and behavioral disorders. The Behavior-Specific Praise Journal of Special Education, 35, 161-171. Rodriguez, B. J., & Sprick, R. ( ). Why a to Faculty and Staff? positive approach to behavior ? A research Thompson, M. T., Marchant, M., Anderson, 8. summary. Safe and Civil Schools. Retrieved D., Prater, M. A., & Gibb, G. (2012). There are many ways to equip from educators to use BSP effectively in research/references/positive-approach-to - 9.

9 Allday, et al. (2012). Simonsen, B., Myers, D., & DeLuca, C. their Classroom . One way is to provide (2010). Teaching teachers to use prompts, training to faculty and staff before the Simonsen, B., & Freeman, J. (2011). opportunities to respond, and specific school year starts. During this training, Helping teachers help themselves: Praise . Teacher Education and Special Self-management strategies to support Education, 33, 300-318. provide examples and non-examples, teachers' Classroom management. and allow faculty and staff to practice May Institute. Retrieved from 10. Allday, et al. (2012). this strategy. Methods to do so will 11. Cavanaugh, B. (2013). Performance Simonsen-Supporting%20 Teachers%20. vary to accommodate your school and feedback and teachers' use of Praise and Classroom %20 Mgmt%202013%20.

10 Student Regardless of method, opportunities to respond: A review of the literature. Education and Treatment of administrators and team leaders should Children, 36, 111-137. Walker, H. M., Ramsey, E., & Gresham, F. provide feedback to teachers to improve M. (2003). Antisocial behavior in school: 12. Thompson, M. T., Marchant, M., Anderson, and reinforce their use of Evidenced-based practices (2nd ed.). New D., Prater, M. A., & Gibb, G. (2012). York, NY: The Guilford Press. 13. Myers, D. M., Simonsen, B., Sugai, G. (2011). Summary Endnotes Allday, et. Al. (2012). 14. BSP is an intervention you can Thompson, M. T., Marchant, M., Anderson, 1 Barton, , & Wolery, M. (2007). Evaluation D., Prater, M. A., & Gibb, G. (2012). Effects of e-mail feedback on the verbal behaviors incorporate into your Classroom to of tiered training on general educator's use of pre-service teachers.