Preschool children experience a variety of risk factors that could result in the development of more severe mental and behavioral health issues later in life. Simple, teacher-delivered interventions, such as behavior-specific praise, are effective for altering at-risk preschool children's behavioral trajectory. However, preschool teachers are…

A traditional tootling procedure was implemented along with a public posting component to determine the effects on academically engaged, disruptive, and passive off-task behaviors in four general education high school classrooms. Students in the traditional tootling phase were instructed to report on their peers' positive, prosocial behaviors. At…

The present study evaluated the effects of two reinforcement contingencies on teacher use of behavior-specific praise (BSP) in the classroom. An alternating treatments design was used to compare the implementation of both an independent and interdependent contingency to increase frequency of BSP delivery. Four general education elementary school…

Few studies examine the effects of behavior-specific praise (BSP) in secondary classrooms, and there is limited research examining the rate of BSP that is needed to improve classwide appropriately engaged behavior (AEB) and reduce disruptive behavior (DB). Using a multiple baseline design with an embedded A/B/C/A/C condition sequence…

A number of researchers have found behavior-specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others.…