Strategies to Increase Behavior-Specific Teacher Praise in an Inclusive Environment

• Published in: Intervention in school and clinic Vol. 47; no. 2; pp. 91 - 97
• Main Authors: Musti-Rao, Shobana, Haydon, Todd
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-11-2011; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Behavior Modification; Behavior Problems; Classroom Environment; Classroom management; Classroom Techniques; Classrooms; Disruptive behaviour; Guides; Inclusion; Learning; Learning environment; Mainstreaming; Positive Reinforcement; Praise; Self Control; Self Evaluation (Individuals); Student Behavior; Teachers; PBIS; behavior; teacher praise; self-monitoring
• ISSN: 1053-4512; 1538-4810
• DOI: 10.1177/1053451211414187

Managing students’ disruptive behavior in the classroom can be a time-consuming task and greatly reduces the amount of time teachers spend on instruction. Although there are several research-validated classroom management strategies, teachers are more likely to adopt strategies that are less time-consuming than strategies that take more time or require a great deal of teacher preparation. This article highlights behavior-specific praise (BSP), a simple strategy that teachers can use across all grade levels. The article presents eight easy-to-use strategies for teachers to increase their use of praise statements. Increasing teacher praise will not only decrease disruptive behaviors but also create a positive learning environment.