Use of Delayed Praise as a Directive and Its Effectiveness on On-Task Behavior

• Published in: Single-Subject Designs for School Psychologists Vol. 20; pp. 61 - 83
• Main Authors: Trolinder, Dorothy M., Choi, Hee-sook, Proctor, Theron B.
• Format: Book Chapter
• Language: English
• Published: United Kingdom Routledge 2004; Taylor & Francis Group
• Edition: 1
• Subjects: Educational psychology; Psychology; ADHD; Sustained Silent Reading Time; Language Arts Instruction; withdrawal design; Interobserver Agreement Data; 62Delayed praise; Simple Line Graph; Self-modeling Intervention; ADHD Index Score; ADHD Index; Speech Anxiety; Attention Problems; Multiple Baseline Design; Treatment Integrity Checklist; effectiveness; on-task behavior; Praise Statements; Non-Concurrent Multiple Baseline; Multiple Probe Design; Pe Rc; CTRS; Attention Deficit Hyperactivity Disorder; Single Subject Design; Interdependent Group Contingencies; Treatment Integrity Data; Non-Concurrent Multiple Baseline Design
• ISBN: 0789028263; 9780789028266; 0789028255; 9780789028259
• DOI: 10.4324/9780203725887-5

This study investigated the effectiveness of delayed, directive praise on the on-task behavior of children identified as having a low level of attention. Utilizing an A-B-A-B single subject design, each child received delayed praise, employed as a directive for future behavior, from his or her classroom teacher during the treatment phases. The on-task behavior of each participant rose substantially between the initial baseline and treatment conditions and remained elevated throughout the study. Similarities between student performances suggest that students with low on-task behavior respond positively to delayed, directive praise and that the positive effects of such praise generalize over time. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-HAWORTH. E-mail address: < docdelivery@haworthpress.com > Website: < http://www.HaworthPress.com > © 2004 by The Haworth Press, Inc. All rights reserved.]