A Preliminary Investigation of Kindergarten Teachers’ Use of Praise in General Education Classrooms

Floress, Margaret T.; Jenkins, Lyndsay N.

doi:10.1080/1045988x.2014.942834

Cited by 41 publications

(89 citation statements)

References 30 publications

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“…On average, teachers used more GDP categories than BSDP categories, and this difference was statistically significant. This was not surprising, considering previous research (Floress & Jenkins, ; Floress, Berlinghof, Rader, & Riedesel, ; Floress et al, ; Reinke et al, ) has demonstrated that teachers use more GP compared to BSP. If BSP is used less frequently in the classroom, then it stands to reason that there were fewer opportunities to code BSP verbatim data for diversity.…”

Section: Discussionmentioning

confidence: 63%

“…Unfortunately, few studies have examined teachers’ natural use of praise (Jenkins et al, ). Based on existing studies (Floress & Jenkins, ; Floress et al, ; White, ), general education teachers’ use of praise is infrequent and early elementary teachers praise more often than later elementary teachers (Floress et al, ; White, ). Knowing how often teachers use BSP in the absence of intervention has the potential to inform professional development; however, there may be additional praise characteristics (i.e., DP) that also provide insight into how praise can be used to prevent behavior problems.…”

Section: Introductionmentioning

confidence: 99%

“…(2) Do teachers use more BSDP categories or GDP categories on average per observation? It was hypothesized that teachers would use more GDP than BSDP categories because teachers use more GP than BSP (Floress & Jenkins, ; Reinke et al, ; Reinke, Lewis‐Palmer, & Martin, ). (3) Are there differences between early elementary (kindergarten through second grade) and late elementary (third through fifth grade) teachers’ use of DP categories?…”

Section: Introductionmentioning

confidence: 99%

“…(3) Are there differences between early elementary (kindergarten through second grade) and late elementary (third through fifth grade) teachers’ use of DP categories? It was predicted that early elementary teachers would use more DP categories than late elementary teachers (Floress & Jenkins, ; White, ).…”

Section: Introductionmentioning

confidence: 99%

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An analysis of general education teachers’ use of diverse praise

Floress

Beschta

2018

Psychology in the Schools

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The current study examined teachers’ use of diverse praise or the extent to which teachers used a variety of praise as opposed to using the same praise repeatedly. Verbatim general and behavior‐specific praise data were analyzed from a larger study where 5,721 min of direct observation were collected across 28 kindergarten through fifth‐grade classrooms. On average, teachers used 3.7 total diverse praise categories per observation. Teachers also used more general, diverse praise categories per observation per hour compared with behavior‐specific, diverse praise categories. Although results did not indicate statistically significant differences in the amount of diverse praise between early elementary school teachers and later elementary teachers, a clear pattern of diminishing diverse praise was observed such that later elementary teachers provided less diverse praise per observation per hour.

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Section: Discussionmentioning

confidence: 63%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An analysis of general education teachers’ use of diverse praise

Floress

Beschta

2018

Psychology in the Schools

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“…Research has also focused on increasing teachers’ praise (Lyon et al., ; Tiano & McNeil, ) and results suggest that teachers can easily learn to praise more frequently. Despite these findings, no study has experimentally manipulated preschool praise rates to determine at what rate preschool teachers need to praise to positively influence student behavior (Floress & Jenkins, ; Jenkins, Floress, & Reinke, ).…”

Section: Introductionmentioning

confidence: 99%

Preschool Teachers’ Use of Praise in General, at-Risk, and Special Education Classrooms

et al. 2017

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Teacher praise is an effective strategy that decreases preschool students' disruptive behavior. It is well established that school-aged students with behavior problems receive fewer teacher praises than their peers; however, it is unclear whether these findings are consistent among preschool students. The purpose of this study was to collect praise frequency data in general, at-risk, and special education classrooms. Over 10 hours of direct observation data were used to examine six preschool teachers' natural use of praise. Teachers' use of praise was not statistically different based on classroom type; however, special education teachers used twice as many praises compared to general education and at-risk teachers. Teachers used more general praise compared to behavior-specific praise, which was statistically significant. Finally, teachers delivered more praise to individual and large groups of students compared to small groups of students, which was also statistically significant. Future directions and implications for using praise to prevent behavior problems among preschool students are offered. C 2017 Wiley Periodicals, Inc. Psychology in the Schools

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Effects of enthusiastic and non‐enthusiastic voice in praise on the behavior of children with autism and typically developing children

Gale

Eikeseth

2022

Behavioral Interventions

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Behavioral intervention manuals for children with autism spectrum disorder (ASD) commonly recommend that praise should be delivered in an enthusiastic tone of voice. Only a few studies, however, have explicitly tested this assumption, and results have been mixed. This study therefore compared the effects of enthusiastic and non-enthusiastic tone of voice in praise on the behavior of children with ASD.We also examined how typically developing (TD) children responded to enthusiastic and non-enthusiastic praise.Participants were 21 children with ASD matched on developmental age with the chronological age of 20 TD children.The effects of enthusiastic and non-enthusiastic praise were assessed using an application on a tablet computer designed to isolate tone of voice as a variable in vocally delivered praise. Two buttons produced the same six praise statements, one with an enthusiastic tone of voice and one with a neutral tone of voice. Results showed that the children with ASD, on average, allocated more responding to the square on the tablet computer producing enthusiastic praise as compared to the square producing non-enthusiastic praise.In addition, higher rates of responding to non-enthusiastic praise correlated positively with higher IQ, suggesting that non-enthusiastic praise was more effective for children with ASD with higher cognitive scores. The TD children,

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A Preliminary Investigation of Kindergarten Teachers’ Use of Praise in General Education Classrooms

Cited by 41 publications

References 30 publications

An analysis of general education teachers’ use of diverse praise

An analysis of general education teachers’ use of diverse praise

Preschool Teachers’ Use of Praise in General, at-Risk, and Special Education Classrooms

Effects of enthusiastic and non‐enthusiastic voice in praise on the behavior of children with autism and typically developing children

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