Running head: BEHAVIOR SPECIFIC PRAISE 1

Behavior Specific Praise:

Effectiveness in the Early Childhood Inclusive Classroom

Emma Baugher

EDU 348
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Behavior Specific Praise: Effectiveness in the Early Childhood Inclusive Classroom

It has been shown through much research and practice that children often begin to form

behavior problems prior to school age (Duchaine, Jolivette, & Fredrick, 2011; Fullerton, Conroy,

& Correa, 2009; Thompson, Merchant, Anderson, Prater, & Gibb, 2012). Teachers should strive

to decrease disruptive behaviors early on because it is common for these actions to remain

continuous as the student enters the classroom, however, many children do not receive the

services they need (Moffat, 2011). Therefore, teachers should be equipped with the effective

tools to lessen these behavior problems in the classroom. For many teachers, when disruptive

behaviors occur, their initial response is to reprimand the students for their actions with verbal

warnings and office threats to gain compliance (Duchaine et al., 2011). These negative reaction

patterns often result in negative teacher-student relationships and hinder authentic instruction

time, causing fewer opportunities for students to learn and succeed in the classroom (Fullerton et

al., 2009).

It is extremely important for teachers to implement strategies that help decrease the

development of behavior problems and increase student compliance and on task behavior. One

reason students misbehave is to gain attention from classroom teachers and peers. Therefore,

teachers need to implement behavior management strategies that focus on proactively providing

positive attention toward student behavior, rather than negative attention. One strategy that uses

teacher attention is Behavior Specific Praise (BSP). BSP has been found to be beneficial in

elementary classrooms when addressing behavior problems (Fullerton et al, 2009). Through the

consistent and correct use of BSP, teachers may notice a decrease in disruptive and inappropriate

student behaviors (Stormont, & Reinke, 2009). Recent research shows that this behavior

management strategy is absent in schools or is often presented at drastically low rates, which is
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unlikely to impact behaviors (Chalk, & Bizo, 2004). However, numerous studies are being

implemented to assist teachers in becoming more efficient in applying BSP in the classroom

(Chalk, & Bizo, 2004).

BSP should be used in all classrooms with all students, however it can be particularly

effective in the inclusive classroom when working with students with specific behavior

challenges. Researchers have found the use of BSP is particularly effective in reducing behaviors

such as noncompliance, aggression, and disruptive noises in the classroom (Moffat, 2011). BSP

has been shown to be so effective that it is often implemented in schools as part of School Wide

Positive Behavior Supports (SWPBS), as well as with the Response to Intervention (RtII) model

(Thompson et al., 2012). Being that this strategy allows teachers to focus on students’ specific

positive behaviors, it in turn, tends to decrease negative behaviors that occur in the classroom

(Fullerton et al., 2009). This also supports inclusion and the concept of Least Restrictive

Environment (LRE) because it is a model that can be implemented in the general education

classroom by the general education teacher. BSP is a behavior management strategy that teachers

can use in order to decrease disruptive behaviors in the classroom and increase student

compliance, engagement, and time on task (Moffat, 2011).

Definition of Practice

The main purpose of BSP is to increase appropriate behaviors by praising specific

positive behaviors, rather than reprimanding incorrect behaviors. BSP can take the form of a

variety of written or verbal statements that acknowledge desired student behavior (Moffat, 2011).

It is argued that BSP is most effective when it is personal, genuine, contingent, and descriptive,

and provides specific information so the pupil understands why they are being praised (Chalk &

Bizo, 2004). Well-formed BSP should reflect these principles in order to be effective in
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impacting student behavior (Chalk & Bizo, 2004). BSP should indicate to the student the

behavior for which he or she is being praised, resulting in clear teacher expectations (Stormont et

al., 2009). Generally, students are prone to succeed per the expectations the teacher sets for them,

therefore, making high and positive expectations apparent to students may help increase suitable

behavior (Duchaine et al, 2011). Another reason BSP is successful in modifying student

performances is because it allows students to see their behavior in a more tangible way and can

allow them to more clearly grasp the expected forms of appropriate behavior (Chalk, & Bizo,

2004).

There are two types of non-examples for behavior specific praise. The first example

demonstrates a teacher failing to give BSP for appropriate behavior, but instead reprimands

students when they show inappropriate behavior. Students are working together appropriately by

sitting quietly in their seats, sharing materials, and staying on task. The teacher does not praise

students for their appropriate behaviors. One student refuses to share an item and the other

student becomes upset and acts out. The students are reprimanded for their inappropriate

behavior. This is a negative example of BSP because the students were not being praised for

expected positive behaviors and when they behaved incorrectly, they were reprimanded. In order

for students to continue behaving appropriately, praise should be given immediately to avoid

time for negative behaviors to occur. The second example is simply giving students positive

praise, rather than behavior-specific praise. An instance of positive praise is telling students

“good job!” or “great work!” This is not the same as BSP because it is not explicitly telling

students their specific behavior that was done well, but instead generalizes the behaviors that

occurred.
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BSP can be demonstrated correctly when students are working together appropriately by

sitting quietly in their seats, sharing materials, and staying on task. The teacher praises the two

students by saying, “You both are doing very well sitting quietly and sharing your materials.

Thank you for staying on task.” Students continue to show appropriate behaviors and other

students also follow their example. The praise the teacher awarded to the students told them

exactly which behaviors they were performing correctly. The teacher also ensured that the praise

was given directly and immediately while the students were acting appropriately. This is crucial

because BSP must be given to students right as the behavior is occurring in order for it to be

effective and to avoid inappropriate behaviors from forming, as they did in the non-example.

Offering BSP to students immediately following an appropriate behavior will increase the

likelihood of the student performing the targeted praise behavior in the future (Moffat, 2011).

BSP is particularly useful in the classroom because increasing the use of BSP promotes a

positive classroom environment, while simultaneously reducing problem behaviors (Stormont et

al., 2009). BSP creates this positive environment because specific praise provides students with

intrinsic motivation and allows them to feel more confident in their knowledge and abilities

(Stormont et al., 2009). When students are reprimanded for undesirable behaviors, it often

negatively impacts their motivation and self-esteem in the classroom because students can feel

repeatedly defeated. However, BSP is a means for teachers to shift their focus onto the positive

behaviors students can achieve, rather than only providing attention when students perform in an

undesirable manner. Thus, the use of BSP in the classroom will increase compliance and reduce

the number of reprimands because teachers are giving students the positive attention they require

to grow in place of targeting the unconstructive behaviors (Duchaine et al., 2011). This shift in
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focus promotes a more positive relationship between teachers and students in the classroom

(Moffat, 2011).

Increases Desired Behaviors

BSP when used correctly and effectively causes an increase in student compliance,

engagement, and on task behavior in the classroom setting (Fullerton et al., 2009. The Glossary

of Education Reform defines student engagement as the level of responsiveness and curiosity

students show while they are learning and their optimistic outlook and passion for knowledge of

the subject (Student Engagement, 2016). Classroom compliance consists of the students

following the rules and strategies teachers implement to encourage correct behavior and

authentic learning (Classroom Management, 2014). Additionally, student on task behavior

involves compliance and engagement because students are focused on the task at hand and they

are doing so because they are engaged in the material. It is important to understand these

descriptions because in order to use BSP teachers must first define what is considered acceptable

and unacceptable classroom behaviors to inform their use of BSP.

Fullerton et al., (2009) specifically emphasized an increase in classroom compliance and

engagement. In this study, prior to intervention, researchers found through baseline data that

when students showed noncompliant behaviors the teacher would reprimand the behaviors,

which caused students to either miss instruction due to punishments or succeed with their

inappropriate behaviors. Following baseline data, the teachers in the study were given one-and-a-

half-hour individual training sessions with the investigator. These sessions included information

on BSPS and how they are used, as well as an opportunity to view the video monitoring of the

teacher during baseline data to determine appropriate times the teacher could have used BSPS

during baseline data. Teachers were able to practice forming BSPS effectively to implement in
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the classroom. After intervention, when teachers implemented an increased number of BSPS,

there was evidence that all four of the students in the study increased both their levels of

compliance and engagement due to the increase in BSPS. This study also showed that when used

consistently and effectively, BSP can significantly influence behaviors and can promote a

positive relationship with teachers and students. The increase in positive relationships occurs

because the interactions for shifting from coercive to affirmative, which can create a positive

classroom atmosphere and environment. This positive atmosphere is a major reason why

students have increased their compliance and engagement in the classroom because they have

more rapport for the classroom teacher and feel safe in the classroom environment.

Similarly, a study conducted by Clark and Bizo (2004) focused on the correlation between

BSPS in the classroom and an increase in time on task of students. The authors defined on task

behavior as completing or working on assignments given by the teacher and/or following

instructions. They hypothesized that because behavior specific praise includes explicit content

about the desired behaviors, it will increase levels of on task behavior on a higher level than

solely positive praise, which does not include specific references to behavior. The research was

conducted in two different ways. In the first two classrooms, teachers were asked to use simply

positive praise during their instruction, while the other two teachers implemented BSP.

Following initial baseline data, where teachers applied few BSPS in the classroom, the

participating teachers received a 45-minute intervention including well-defined samples of BSPS

in addition to the definitions of praise and BSP. The results of the study found that following

intervention, there was an increase in on task behavior over both observation periods for the BSP

classroom. The positive praise condition appeared to increase during the first observation,

however, during the second observation on task behaviors became stagnant. These results
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demonstrate that BSP increases the on-task behavior of students when used correctly and

effectively and that BSPS are more effective in encouraging positive behaviors than general

positive praise. Both of these studies are important in the research of BSP because they

emphasize the impact it has on student compliance, engagement, and on-task behaviors, which

create a positive learning environment for all students.

Professional Development

In order for BSP to be effective and consistent in the classroom, teachers must be educated

and prepared to implement this strategy. In regard to managing behavior in the classroom,

teachers often respond to disruptive behaviors with reprimanding and negative reactions to

student behavior. Students often perform undesirable behaviors for various reasons, however

teachers can impact positive classroom behavior by being intentional in how they react and

respond to disruptive behaviors (Duchaine et al., 2011). Through training in BSP through

professional development opportunities, teachers can learn to respond to disruptive behaviors in

a positive manner, that promotes a welcoming classroom environment and positive teacher-

student relationships.

Research conducted by Duchaine et al., (2011), discussed the growing need for

professional development for teachers to master BSP. The goal of this study was to provide

feedback to teachers after being observed in the classroom to increase teacher awareness of how

they interact with their students, in hope of improving teacher practice. In this study, teachers

were trained in the works of BSP in a 45-minute independent training session. Teachers were

given the tools and examples needed to effectively implement BSP statements into the

classroom. During this time, teachers set a goal of how many BSP statements they would deliver

in a 15-minute class observation period. Following the 15-minute period, the observer would
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provide the teacher with performance feedback that outlined the number of BSP statements used

correctly during the 15-minute period and BSPS from the observer to the teacher. The purpose of

this study was to help teachers become masters of behavior specific praise through the use of

written feedback and coaching and to determine of these interventions would increase the use of

BSPS in the classroom. This is very important for teachers because this is a behavior strategy

that can decrease disruptive and inappropriate behaviors in the classroom and help create a

positive and more open relationship between teachers and students. The results of this student

showed that the interventions of coaching and written performance feedback increase the

teacher’s use of BSPS in a direct and immediate fashion.

Thompson et al., (2012) also studied research that encourages professional development for

training teachers on BSP. This study applied the three tier RtII Model framework to teacher

professional development on increasing BSP in the classroom. The three most used types of

professional development for teachers are meetings and workshops, video self-monitoring, and

instructional coaching. These three types of professional development corresponded with the

three tiers of this intervention model. The first tier in the intervention consisted of a one-time

professional development training conducted during a short faculty meeting. The training

presented teachers with definitions and important research developments of BSP and general

praise. Additionally, teachers were able to practice writing BSPS and delivering them

effectively. The goal following the meeting was for teachers to increase their use of BSP by

50%. During tier two, teachers video recorded themselves during a 15 to 25-minute lesson

segment. The teachers then watched the video and self-scored the data on BSP rates by counting

the number of times they use BSP during that session. Teachers in the third and final tier were

assigned coaches to provide guidance and support to the teachers by offering both personal and
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technological communication to encourage and monitor teachers’ use of BSP, as well as, discuss

data throughout the process. The results of this study showed that the initial tier one intervention

did not increase BSP statements consistently, however, Tier two and Tier three interventions

steadily increased BSP and student on task behavior. These results support the idea that the

typical one-time professional development training is not a sufficient intervention to directly and

significantly impact teacher behaviors. This study is important because it shows that teachers

need to be educated in how to effectively implement behavior specific praise in the classroom to

increase the use of this strategy. Also, teachers must be given multiple opportunities for

instruction and feedback in order to truly change their behaviors and apply these behavior

management approaches into everyday teaching. The researches emphasized in this study that

the purpose of professional development for teachers is to increase student learning. Providing

teachers with these professional development opportunities ultimately impacts the extent in

which students learn and thrive in the classroom. These four studies about effectiveness of

behavior specific praise demonstrate that with the correct intervention, teachers will use BSP

more consistently in the classroom, decreasing disruptive behaviors and noncompliance, while

increasing student engagement and time on task.

Implications for Practice

Research supports numerous reasons for using BSP in the classroom. BSP is an

evidenced based and cost-effective strategy that teachers can implement to promote positive

behavior in the classroom. Teaching is a rewarding profession in several ways, however, teachers

are constantly searching for resources and strategies that are evidenced based but require little

cost and effort. BSP is a stress-free and effective strategy that both special education and general

education teachers should apply in the classroom because it involves little to no preparation for
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implementation and it can be used often. Teachers can never provide too much BSP in the

classroom. Another implication of BSP that teachers should contemplate is that a student’s

confidence and desire to learn can be greatly impacted by the words and reactions of leaders, role

models, and educators. It is the teacher’s vocation to instill in students a confident love of

learning both in and outside the classroom. Providing students with positive and specific

feedback, interactions, and encouragements will empower them to succeed in the classroom and

take charge of their own learning. Finally, it is important that teachers be serious about and

committed to using evidenced based behavior management strategies and they should work

together and support each other in making these positive changes in the classroom. If teachers

expect their students to reform their behaviors in the classroom, they should also be eager and

aware of the changes required in their own teaching methods. This can be achieved through

collaboration and accountability between teachers. This is a call to all educators to work in unity

and support one another in placing these positive behavior supports into the classroom in an

effective way. Through teamwork and passionate determination, teachers can implement BSP

into every classroom in their schools to increase student behavior, form positive teacher-student

relationships, and create an environment conducive for learning.

Future Directions for Research

Almost all of the studies completed on BSP focus on the frequency of BSP used in the

classroom. It may be useful for future research to focus on the quality, rather than the quantity of

praise statements. Researchers should now turn their focus to the quality of praise statements,

such as, which types of words should be included in a praise statement and which praise

statements are more effective than others. This is important because teachers should not only use
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BSP in the classroom frequently, but they need to be aware of the most successful statements to

apply to student behaviors.

Another future direction for research should include a fade and maintenance phase to

professional development of BSP to ensure skill acquisition. In some studies about training

teachers to implement BSP into the classroom, there was no period of maintenance, where the

teachers were monitored after a certain period to determine if BSP was still being incorporated

into the daily instruction time. It is important for teachers to stay consistent in their behavior

management strategies, therefore it would be beneficial for researchers to establish a phasing

stage with follow up intervention occurring at a lesser rate and a maintenance stage to ensure

teachers are continuing their use of BSP.

Many of the studies conducted on this topic have found that using an increasing amount

of BSP in the classroom increases students’ compliance and engagement. None of the articles

discussed, however, outline for teachers the suggested amount of praise that should be used in

the classroom in order for it to be effective. There are many directions in which future research

on this topic could turn towards, however, these seemed exceptionally stimulating and vital to

increasing the effectiveness of BSP.

Conclusion

Behavior problems usually begin to form in children prior to entering school, however, when

targeted ineffectively negative behaviors will have a major impact on teachers and the classroom.

In order to decrease these behavior problems occurring in the classroom, teachers should learn to

effectively implement behavior specific praise statements into both the special education and

inclusive classroom. Several researchers have shown through their studies that using an

increased amount of BSP in the classroom will decrease these disruptive behaviors, allowing
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more time for instruction and creating a positive learning environment (Duchaine et al., 2011;

Moffat, 2011; Stormont, & Reinke, 2009). Providing students with specific praise for appropriate

behaviors, rather than reprimanding students for inappropriate behaviors, helps increase

compliance, engagement, and time on task (Stormont, & Reinke, 2009). The growing need for

schools to provide authentic professional development opportunities for teachers to extend their

use and understanding of BSP is crucial. These professional development sessions should

include feedback for teachers to become aware of their use of BSP in the classroom, as well as

follow up sessions for teachers to create consistency in their behavior management strategies.

This research on the use of BSP in the classroom is important for special education because it

equips both general and special education teachers with an effective tool to use with students

with behavioral disabilities. Teachers need to be aware of applicable strategies to implement in

order to create for students an environment that is least restrictive for them and their needs. BSP

can be used effectively with both students in special education and general education, making

this an exceptional strategy to use to promote a positive learning environment for students with

all abilities.
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