Running head: BEHAVIOR-SPECIFIC PRAISE 1

Behavior-Specific Praise

Carly Jo Laughery

EDU 348

Fall 2020
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Behavior-Specific Praise

There are a variety of different situations, both positive and negative, that can occur

within the classroom setting. Between educational instruction, assemblies, and activities,

teachers have the entirety of the school day occupied. It is important that teachers are able to

control all of the students in the classroom by keeping each one on-task and engaged in a

positive learning environment (Markelz, Taylor, Kitchen, Riccomini, Scheeler, & McNaughton,

2019). Inappropriate behavior in the classroom can lead to many disruptions and overall hinder

the learning environment (Haydon & Musti-Rao, 2011). If teachers are unable to gain control

and address the disruptive behavior that is occurring within the classroom in a reasonable

manner, students are at a disadvantage as they are not gaining any positive support, nor are they

receiving effective instruction (Moffat, 2011).

In order for teachers to be able to provide students effective instruction in a positive

learning environment, they need to have proper instructional strategies (Duchaine, Jolivette, &

Fredrick, 2011). Instead of addressing disruptive behavior with a negative attitude, or sending

students to the office, there is a positive strategy in which teachers are able to use to gain control

of the students in the classroom, as well as maintain a positive classroom environment (Duchaine

et al., 2011). Instructional strategies will also help teachers provide an acceptable and welcoming

learning environment for students with disabilities to be able to engage in the learning process

(Duchaine et al., 2011).

An effective strategy that increases the on-task performance of students is behavior-

specific praise (BSP) (Chalk & Bizo, 2004). BSP is a positive, verbal comment immediately

following a desired behavior (Sutherland, Wehby, & Copeland, 2000). Therefore, through

feedback from the teacher, the students are able to recognize that they are showing acceptable
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behaviors that should be continued (Haydon & Musti-Rao, 2011). This strategy promotes many

different positive aspects within the classroom for both teachers and students.

Definition of Behavior-Specific Praise

BSP is a classroom management strategy that promotes a positive classroom environment

and reinforces desirable student behaviors (Markelz et al., 2019). If a student is displaying an

acceptable behavior, the teacher would directly praise the student for whatever it is that he or she

did. The acknowledgement of desirable student behaviors could either be written or verbal

(Moffat, 2011). This act of praise lets the students know that he or she is behaving in a way that

is acceptable in the classroom setting. However, if the students are unaware of what he or she is

doing to receive praise from the teacher, it would be unclear as to what the expected behavior is.

Therefore, BSP is a crucial strategy that should be used within the classroom, not only to benefit

the students, but the teacher as well.

Praise should only happen if acceptable student behavior occurs (Royer, Lane, Dunlap, &

Ennis, 2019). BSP should be sincere and meaningful. A real life scenario that displays a non-

example of BSP would be if a student did an amazing job during whole group instruction and the

teacher praises the student by saying “good job”. This example would not be an accurate

representation or statement used to demonstrate BSP. By praising the specific student who

demonstrated the desired behavior by saying nothing more than “good job” does not give all of

the other students an idea as to what behavior or action was done to receive praise (Markelz et

al., 2019).

A real life scenario that provides an example of behavior specific praise is in the same

situation, but the teacher handles it differently. When the teacher said, “good job” to the student,

it was a very broad statement. The other students, as well as the individual who demonstrated the
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desired behavior, were unaware of what exactly the praise from the teacher was referring to. The

rest of the class were not able to recognize what the particular student was being praised for.

Therefore, the students would not be able to make adjustments to each individual's actions to be

able to meet the desired behavior. During whole group instruction, the students are all supposed

to be sitting on the carpet with their legs crossed, hands in their laps, and have all eyes on the

teacher in the front of the classroom. For the one student who was executing the desired behavior

during whole group instruction, the teacher would say, calling the student by name, “I really like

the way that you are sitting with your legs crossed, hands in your lap, and have your eyes on the

teacher.” In this way, the teacher is verbally attending to positive student behavior by praising

the student for the specific behavior in which he or she is engaged in (Haydon & Musti-Rao,

2011).

Positive Classroom Environment

A study conducted by Markelz and Riden (2019) focused on how the assistance of

technology to enhance BSP could promote the overall environment in the classroom. There are

many different distractions in which a teacher encounters when in the classroom. If a student is

being disruptive, or there are problem behaviors occurring, the teacher would become caught up

with everything else going on within the classroom, not giving the students praise (Maag, 2001).

Therefore, through the use of technology, or more specifically an Apple Watch, teachers are able

to be alerted every so often as a reminder to praise the students who are demonstrating the

desired behavior. The alert is not noticeable to the students whatsoever. In this situation, the

Apple Watch would be set to do a subtle vibrate on the teachers wrist in order for him or her to

know that it is time to readjust and recognize each student who is demonstrating the desired

behaviors within the classroom.

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The assistance of technology to enhance BSP creates a positive classroom environment

for a number of reasons. First, instead of the teacher disciplining the child in front of the

classroom by yelling and keeping focus on the problem behavior, the teacher is being intentional

about giving praise that is specific to the behavior. Therefore, the students are able to interact and

learn within an environment that eliminates the negative energy and distractions (Markelz &

Riden, 2019). The teacher is able to place his or her focus on desired behaviors. If there are

students within the classroom who consistently disrupt and act as a distraction to the class, there

is a solution for this. The positive classroom environment does not need to be disrupted in order

to discipline the students who show undesirable behaviors. The teacher needs to be aware of the

students within the classroom and the many different personalities of each student. For the

student who consistently disrupts the class, the teacher would set the alert on his or her Apple

Watch more frequently for teacher attention and BSP. Therefore, the more time that is spent

positively praising the students, in regards to the specific behavior, allows less time for

disruption and negative energy within the classroom.

Similarly, Markelz, Taylor, Kitchen, Riccomini, Scheeler, and McNaughton (2019) also

conducted a study that focuses on the effects of tactile prompting and self-monitoring on

teachers’ use of BSP. According to this study, as well as the study done previously, it indicates

that being aware of one’s success is considered a reinforcer (Markelz et. al, 2019). In this way,

the students are motivated and aware of the expectations placed upon them within the classroom

setting. The teacher does not have to raise his or her voice, but provides the students with BSP.

Therefore, when a teacher has an Apple Watch on his or her wrist, he or she is able to be

notified, however often it is needed, to deliver BSP. Through self-monitoring, teachers are able

to become aware of how often a strategy is being used.

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When a teacher uses BSP within the classroom, he or she provides the students with the

knowledge and encouragement needed in order to remain on-task and focused within the

classroom. Instead of taking time away from the instruction to discipline students for disruptions

or unacceptable behaviors, the teachers are focusing on the acceptable behaviors. When focusing

on the acceptable behaviors, the teachers continue to positively reinforce and specifically praise

the desired behaviors that are being executed within the classroom (Markelz et. al, 2019). The

advancements within technology allow for teachers to come up with different ways to be able to

provide students with a more positive, uplifting classroom environment. When using technology,

as it was suggested and studied, the teachers are intentionally trying to better the overall

classroom environment.

Increased Desired Behaviors

BSP has positive effects on both academic and behavioral outcomes. When teachers

provide students with specific feedback, it is working to promote self-confidence in the students,

as well as promote a teacher-student relationship (Haydon & Musti-Rao, 2011). A study

conducted by Moffat (2011) focuses on how increasing the teacher rate of BSP affects a child

with aggressive behaviors. The methodology used within this study was through direct

observation and data collection. Moffat documented the amount of times that a teacher used BSP

within the classroom versus reprimands toward a specific student. At first, the teacher was very

fond of reprimanding the student when he or she demonstrated aggressive behaviors. The teacher

resulted in giving feedback to negative circumstances instead of using BSP when the student

demonstrated the desired behaviors within the classroom. Therefore, the student was only getting

attention from the teacher when he or she acted out of aggression. However, after the teacher was

educated on the use and importance of BSP, she was able to incorporate the strategy into the
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classroom for the benefit of the students. After she was able to incorporate it into the classroom,

there was a great increase in positive behaviors and engagement. A certain student who

frequently displayed aggressive behaviors did not because of the intentional strategy adjustment.

Moffat (2011) found that teachers need professional development to be able to know

what exactly needs to be done in order to reduce undesirable behaviors within the classroom.

Once the teacher had a firm understanding of BSP, she was able to reduce the amount of

aggression and negativity within the classroom environment, as well as among the students. The

data also shows that the less a teacher reprimands the students, the less aggressive behavior

occurs within the classroom. Therefore, the students show desired behavior more often when the

teacher offers BSP. In this way, the students are able to be recognized and motivated to continue

working toward showing the behavior that is expected within the classroom.

When teachers show approval to the students, the students are more likely to continue the

approved behavior than if they were constantly reprimanded for an undesired behavior (Chalk &

Bizo, 2004). Chalk and Bizo (2004) conducted a study that had the purpose of elaborating on

specific praise that improves the on-task behavior within the classroom. When teachers increase

the amount of times that they incorporate and use BSP within the classroom, the on-task, desired

behavior increases. This indicates that when teachers are actively and intentionally praising

students for the specific, desired behaviors in which one is engaged in, there is no room for

disruption.

Implications for Practice

There are many different reasons as to why teachers should use BSP within the

classroom. An implication for practice in which special education teachers are able to apply in

the classroom is through the use of technology (Markelz et. al, 2019). Oftentimes, teachers are
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caught up in an attempt to correct the misbehaviors and disruptions that occur within the

classroom. However, instead of yelling or giving the students constant negative feedback, the

teacher should promote a positive classroom environment through the use of BSP (Markelz &

Riden, 2019). The use of technology, or more specifically an Apple Watch, helps teachers

promote a positive classroom environment as the device could be set to, every so often, subtly

alert through small pulse or vibration. This is important as the teachers are able to self-monitor

and make sure that they are positively praising the students based on the specific behaviors that

are desired. Another implication for BSP is that it promotes self-confidence in the students

within the classroom (Haydon & Musti-Rao, 2011). By focusing on the positive behaviors and

actions demonstrated by each person in the classroom, the students will feel more motivated and

encouraged to continue the demonstration of acceptable behavior. The students are also

motivated to continue acceptable behavior because through the use of BSP, the teacher is

individually talking to the student, praising him or her for whatever acceptable behavior or action

performed. This leads to the third implication for BSP. Because the students feel self-confident

and encouraged to continue with acts of acceptable behavior, the overall classroom environment

will be more positive, rather than negative. By using BSP, the students are aware of exactly what

is expected of them and why it is important.

Future Directions for Research

In the majority of studies shown, the researchers focus solely on the effects of BSP on

students in a specific grade level and/or classroom. Therefore, as a suggestion for future

research, there should be a study as to how the effects of BSP compares between different grade

levels and age groups. Instead of focusing only on one grade level per study, it would be

beneficial for all educators if the study was expanded. This would be of great benefit for those
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who teach elementary, middle, as well as high school. If a teacher has a preschool through sixth

grade licensure, he or she could either be in an elementary school or a middle school. Therefore,

conducting a study that compares how BSP affects students throughout different grade levels

would be a useful study for all teachers. The researchers could provide indications as to what

worked, as well as what did not work. Elementary school students, as shown through multiple

studies, are motivated and encouraged to continue acting with acceptable behavior. The students

know that if they are acting in a certain way that is desired by the teacher within the classroom

setting, they will earn attention from the teacher and be praised for the behavior being

demonstrated. However, this may differ for students in upper level grades such as middle school,

or even high school. At that age, the students may or may not strive or be encouraged by praise

given from the teacher. However, it is important that the teacher continues to use BSP

throughout all grade levels as it has been proven effective in multiple studies.

Another future direction for research would be to answer the question as to how often is

too often to be using BSP? In multiple articles, the importance of being intentional when giving

praise, and being able to replace negative feedback by focusing on the positive behaviors within

the classroom was discussed. Two other articles suggested the use of Apple Watches to assist

teachers in BSP, as well as self-monitor the strategy. How could this act as a distraction to

teachers? Therefore, through the research, the teachers would be aware of the strategies that are

being incorporated into the classroom. The teachers would know what to expect, as well as know

exactly what to do in different situations in which behavior occurs.

Conclusion

In a variety of ways, students are positively affected from the use of BSP within the

classroom. When the teacher uses BSP, it provides the students with positive feedback that is
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specific to the behaviors in which one engages in. Through BSP, when a student is

demonstrating a desired, appropriate behavior, the teachers give each individual student praise

for what it is that he or she is doing. Therefore, the students are aware that the actions in which

one is engaging in is appreciated by the teacher. Students are positively affected by BSP as it

allows them to build self-confidence as the teacher shows positive feedback when he or she

engages in a desired behavior. The teacher reduces the amount of negativity within the classroom

because the use of BSP increases, which overall improves the environment of the classroom. The

students strive for attention as the teacher provides positive and encouraging words about each

student's action.
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enjoyment: A study of year four pupils engaged in the numeracy hour. Educational

Psychology in Practice, 20(4), 335-351.

Duchaine, E. L., Jolivette, K., & Fredrick, L. D. (2011). The effect of teacher coaching with

performance feedback on behavior-specific praise in inclusion classrooms. Education

and Treatment of Children, 34(2), 209-227.

Haydon, T., & Musti-Rao, S. (2011). Effective use of behavior-specific praise: A middle school

case study. Beyond Behavior, 20(2), 31-39.

Maag, J. W. (2001). Rewarded by punishment: Reflections on the disuse of positive

reinforcement in schools. Exceptional Children, 67, 173- 186.

Markelz, A. M., & Riden, B. S. (2019). Using Apple Watch to increase behavior specific praise

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Markelz, A. M., Taylor, J. C., Kitchen, T., Riccomini, P. J., Scheeler, M. C., & McNaughton, D.

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specific praise. Exceptional Children, 85(4), 471-489.

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Sutherland, K. S., Wehby, J. H., & Copeland, S.R. (2000). Effect of varying rates of behavior-

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