“…Specifically, the results of two recent systematic reviews of the praise literature found few studies directly evaluating the independent effects of BSP on the behavior of secondary students at the classroom level (Moore et al, 2019; Royer, Lane, Dunlap, & Ennis, 2019). Many studies evaluating BSP in secondary classrooms have either combined BSP with other intervention components (Hollingshead, Kroeger, Altus, & Trytten, 2016; Houghton, Wheldall, Jukes, & Sharpe, 1990; McAllister et al, 1969; Pisacreta, Tincani, Connell, & Axelrod, 2011), or specifically evaluated training packages for increasing teachers' BSP and were unable to demonstrate functional relations between BSP and student behaviors (Duchaine, Jolivette, & Fredrick, 2011).…”