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Direct linkSofia Benson-Goldberg; Charna D'Ardenne; Karen Erickson – International Journal of Qualitative Studies in Education (QSE), 2024
Special education teachers are often encouraged to use praise in their instructional interactions with their students with significant support needs (SSN). It is assumed that reinforcing behavior facilitates learning and academic achievement for these students. Despite a myriad of interventions aimed at increasing special education teachers' use…
Descriptors: Special Education Teachers, Elementary Secondary Education, Students with Disabilities, Elementary School Students
