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Changing What Teachers Say Changes What They Do: Increasing Their Specific Praise of Student Behavior.

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Title: Changing What Teachers Say Changes What They Do: Increasing Their Specific Praise of Student Behavior.
Authors: Neef, Nancy A. (AUTHOR), Kranak, Michael (AUTHOR), Shapiro, Marnie (AUTHOR), Xu, Ziwei (AUTHOR), Catania, A. Charles (AUTHOR)
Source: Journal of Behavioral Education. Jun2024, Vol. 33 Issue 2, p344-357. 14p.
Subjects: Psychology of students, Praise, Verbal behavior, Teachers, Teacher educators, General education
Abstract: By differentially reinforcing questionnaire statements that favored teachers' behavior-specific praise in a multiple-baseline design across participants, we altered the verbal behavior of general education teachers. Our target was a written verbalization favoring the delivery of specific rather than general praise. We then assessed the effects on their spoken interactions with their students. The teachers' specific praise of student behavior increased while reprimands decreased or remained stable. These effects continued after the differential reinforcement procedure was discontinued. The differential reinforcement of verbal behavior is an alternative strategy for adding desired behavior to the repertoires of teachers; it may be more effective than giving instructions about the behavior or directly targeting the behavior itself with differential reinforcement. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Changing What Teachers Say Changes What They Do: Increasing Their Specific Praise of Student Behavior.
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  Data: <searchLink fieldCode="AR" term="%22Neef%2C+Nancy+A%2E%22">Neef, Nancy A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kranak%2C+Michael%22">Kranak, Michael</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shapiro%2C+Marnie%22">Shapiro, Marnie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Xu%2C+Ziwei%22">Xu, Ziwei</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Catania%2C+A%2E+Charles%22">Catania, A. Charles</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Jun2024, Vol. 33 Issue 2, p344-357. 14p.
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  Data: <searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Praise%22">Praise</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+behavior%22">Verbal behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br /><searchLink fieldCode="DE" term="%22General+education%22">General education</searchLink>
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  Label: Abstract
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  Data: By differentially reinforcing questionnaire statements that favored teachers' behavior-specific praise in a multiple-baseline design across participants, we altered the verbal behavior of general education teachers. Our target was a written verbalization favoring the delivery of specific rather than general praise. We then assessed the effects on their spoken interactions with their students. The teachers' specific praise of student behavior increased while reprimands decreased or remained stable. These effects continued after the differential reinforcement procedure was discontinued. The differential reinforcement of verbal behavior is an alternative strategy for adding desired behavior to the repertoires of teachers; it may be more effective than giving instructions about the behavior or directly targeting the behavior itself with differential reinforcement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-022-09488-z
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        Text: English
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        Type: general
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      – SubjectFull: Verbal behavior
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              M: 06
              Text: Jun2024
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              Y: 2024
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