A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance

• Published in: Remedial and special education Vol. 40; no. 2; pp. 112 - 128
• Main Authors: Royer, David J., Lane, Kathleen Lynne, Dunlap, Kristin D., Ennis, Robin Parks
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.04.2019; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Behavior; Behavior Problems; Classrooms; Elementary Secondary Education; Evidence Based Practice; Exceptional children; Inappropriateness; Intervention; Literature reviews; Outcomes of Education; Positive Behavior Supports; Positive Reinforcement; Praise; Prevention; Program Effectiveness; Quality control; Quality management; Special education; Student Behavior; Students; Systematic review; Teachers; Time on Task; PBIS; behavior-specific praise; low-intensity strategies; quality indicators; Ci3T
• ISSN: 0741-9325; 1538-4756
• DOI: 10.1177/0741932517751054

Behavior-specific praise (BSP) is a core component of many positive behavioral interventions and supports at each level of prevention, often used to increase student academic outcomes and/or reduce inappropriate behavior. We conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for Exceptional Children (CEC) quality indicators and standards to determine whether BSP can be considered an evidence-based practice (EBP). Included articles (N = 6) investigated BSP delivered by a classroom teacher in K–12 traditional school-based settings with academic and/or behavioral student outcome measures. Findings indicated using BSP increased student time on task, decreased inappropriate behaviors, and reduced student tardiness. All studies met our 80% weighted coding criterion. We concluded BSP can be categorized as a potentially EBP based on CEC guidelines. Limitations and directions for future inquiry are presented.