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Direct linkMarkelz, Andrew M.; Riden, Benjamin S.; Morano, Stephanie; Hazelwood, Alicia L.; Taylor, April M. – Journal of Positive Behavior Interventions, 2023
Research has demonstrated that behavior specificity is a salient characteristic of teacher praise efficacy. Praise variety may also be an important characteristic to reinforce desired student behavior based on research about the quality of reinforcers. In this study, we used an alternating treatments design to examine the effects of varied and…
Descriptors: Positive Reinforcement, Student Behavior, Time on Task, Program Effectiveness
Ren, Kexin; Wang, Yiqiao; Weinraub, Marsha; Newcombe, Nora S.; Gunderson, Elizabeth A. – Developmental Psychology, 2022
Parents provide motivational and cognitive support within the same interaction, yet researchers have investigated these separately. We examined two key aspects of parental support, praise (motivational support) and spatial language (cognitive support), from fathers and mothers during three tasks with their first-grade children (6-7-year-olds; N =…
Descriptors: Fathers, Mothers, Positive Reinforcement, Language Usage
Wang, Yi; Zhang, Liwei; Zhai, Fuhua – Infant and Child Development, 2023
Spanking and parental verbal aggression are potentially toxic stressors that can negatively affect children's academic achievement by disrupting mental skills like executive function. Yet little empirical evidence has been provided for this mediating pathway. This study used data from the Early Childhood Longitudinal Study Kindergarten Cohort of…
Descriptors: Punishment, Negative Reinforcement, Verbal Communication, Aggression
Download full textWhat Works Clearinghouse, 2024
Over the past 25 years, research and practical experience have supported investments in strategies to encourage all students to behave according to agreed-upon expectations. In collaboration with expert panelists, the What Works Clearinghouse™ (WWC) distilled that research into practical recommendations for elementary educators. The…
Descriptors: Elementary School Teachers, Student Behavior, Classroom Techniques, Prosocial Behavior
What Works Clearinghouse, 2024
Students succeed in school environments that support them in demonstrating prosocial and positive behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students and decreased likelihood of academic success. Behavioral interventions can help students engage in positive…
Descriptors: Elementary School Teachers, Elementary School Students, Student Behavior, Classroom Techniques
Kathleen Lynne Lane; Tabathia Baldy; Tammy Becker; Catherine Bradshaw; Virginia Dolan; Kent McIntosh; Rhonda Nese; Ruthie Payno-Simmons; Kevin Sutherland; Allison Dymnicki; Brian Freeman; Sebastian Lemire; Shawn Moulton; Allan Porowski; Laura Holian – What Works Clearinghouse, 2024
Students succeed in school environments that support them in demonstrating prosocial and expected behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students, strained relationships between students and teachers, perceptions of unsupportive classroom and school…
Descriptors: Elementary School Teachers, Elementary School Students, Student Behavior, Classroom Techniques
Wilcox, Holly C.; Petras, Hanno; Brown, Hendricks C.; Kellam, Sheppard G. – Prevention Science, 2022
Three generations of developmental epidemiologically based randomized field trials of the Good Behavior Game (GBG) have been delivered to Baltimore elementary schools. With the collaboration of family and community partners, all three trials were directed at decreasing proximal targets of aggressive behavior and improving learning in first-grade…
Descriptors: Elementary School Students, Educational Games, Student Behavior, Behavior Modification
Randolph, Kathleen M.; Chubb, Caroline Sutton; Hott, Brittany L.; Cruz-Torres, Elisa – Rural Special Education Quarterly, 2021
The purpose of this study was to explore the efficacy of iCoaching to increase the use of behavior-specific praise (BSP) by three educators (one teacher, two paraprofessionals) working in a rural center-based classroom for students with emotional and behavioral disabilities using a short, focused professional development and iCoaching. Results of…
Descriptors: Rural Schools, Positive Reinforcement, Program Effectiveness, Emotional Disturbances
