A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance

Behavior-specific praise (BSP) is a core component of many positive behavioral interventions and supports at each level of prevention, often used to increase student academic outcomes and/or reduce inappropriate behavior. We conducted a systematic literature review to explore this low-intensity, tea...

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Bibliographic Details
Published in:Remedial and Special Education 2019-04, Vol.40 (2), p.112-128
Main Authors: Royer, David J., Lane, Kathleen Lynne, Dunlap, Kristin D., Ennis, Robin Parks
Format: Article
Language:English
Subjects:
Behavior
Behavior Problems
Classrooms
Elementary Secondary Education
Evidence Based Practice
Exceptional children
Inappropriateness
Intervention
Literature reviews
Positive Behavior Supports
Positive Reinforcement
Praise
Prevention
Program Effectiveness
Quality control
Quality management
Special education
Student Behavior
Students
Systematic review
Teachers
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Summary:Behavior-specific praise (BSP) is a core component of many positive behavioral interventions and supports at each level of prevention, often used to increase student academic outcomes and/or reduce inappropriate behavior. We conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for Exceptional Children (CEC) quality indicators and standards to determine whether BSP can be considered an evidence-based practice (EBP). Included articles (N = 6) investigated BSP delivered by a classroom teacher in K–12 traditional school-based settings with academic and/or behavioral student outcome measures. Findings indicated using BSP increased student time on task, decreased inappropriate behaviors, and reduced student tardiness. All studies met our 80% weighted coding criterion. We concluded BSP can be categorized as a potentially EBP based on CEC guidelines. Limitations and directions for future inquiry are presented.
ISSN:0741-9325
1538-4756
DOI:10.1177/0741932517751054