Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD

By K. Sutherland, J. Wehby, S. R. Copeland. 2000

448 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/176e1bba4c45a6b98ccd25528c881ce503782dfc

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In Clinical Psychology

In Developmental and Educational Psychology

In Psychiatry and Mental health

Citations in the corpus

Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders (2007, background): “Sutherland , Wehby, and Copeland (2000) demonstrated that when feedback on rates of behavior-specific praise was withdrawn, a teacher's rate of behavior-specific praise decreased.”
Antecedent strategies to promote appropriate classroom behavior (2007, background): “Sutherland, Wehby, and Copeland (2000) examined the effects of increased behavior-specific praise statements with a class of students with emotional and behavior disorders.”
A Brief Review of Effective Teaching Practices That Maximize Student Engagement (2015, background): “…for desired student social and academic behavior, teachers can expect many students will respond with more engagement and less problematic behavior, allowing for more instructional time and, consequently, better student achievement (e.g., Hattie & Timperley, 2007; Sutherland et al., 2000).”
RATES AND TYPES OF TEACHER PRAISE: A REVIEW AND FUTURE DIRECTIONS (2015, methodology): “Further, studies have demonstrated that teachers already in the field can be taught to give more behaviorspecific praise (Hawkins & Heflin, 2011; Kalis et al., 2007; Myers et al., 2011; Reinke et al., 2007; Reinke et al., 2008; Sutherland et al., 2000; Thompson et al., 2012).”
Preventing Disruptive Behavior in the Urban Classroom: Effects of the Good Behavior Game on Student and Teacher Behavior (2007, background): “Other research has indicated that teacher praise for students at risk for aggressive behavior, while generally low overall, occurs mostly in response to correct academic responses (Sutherland et al., 2000; Sutherland, Wehby, & Yoder, 2002; Van Acker et al., 1996; Wehby, Symons, & Shores, 1995).”
A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, unknown): “Praise can have benefits for students and teachers alike, cited as one of the most effective strategies for reducing challenging behavior and promoting prosocial behaviors (Cavanaugh, 2013; Chalk & Bizo, 2004; Sutherland, Wehby, & Copeland, 2000).”
Evidence-based Practices in Classroom Management: Considerations for Research to Practice (2008, unknown): “The use of guided notes during lectures and readings resulted in an increase in academic achievement as measured by quiz scores 362 SIMONSEN et al. (Austin, Lee, Thibeault, Carr, & Bailey, 2002; Lazarus, 1993; Sweeney et al., 1999).”
Increasing Teachers’ Use of Praise with a Response-to-Intervention Approach (2011, background): “Recommended ratios for delivery of praise statements have ranged from three to four for every reprimand (Alberto & Troutman, 2003) to six per 15 min observation session (Sutherland et al., 2000).”
Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom (2004, background): “…making praise most effective exist in the literature, other than an examination of the effect of behavior-specific praise on classroom behavior of students with E/BD (Sutherland et al., 2000), research on the topography of praise and its differential effects on students with E/BD has been limited.”
Classroom Universals to Prevent Problem Behaviors (2008, background): “Increasing the rate of OTR to academic tasks and activities has resulted in improved academic performance in reading (Carnine, 1976) and task engagement ( Sutherland, Wehby, & Copeland, 2000 ) and decreased disruptive behavior (Sutherland, Alder, & Gunter, 2003).”
Effects of Tiered Training on General Educators' Use of Specific Praise (2012, background): “These findings are consistent with research on teacher-student interactions with little positive feedback or praise for appropriate conduct (Brophy 1981; Beaman & Wehldall, 2000; Sutherland et al., 2000).”
The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms (2011, background): “Sutherland et al. (2000) examined the effect of observation-feedback on the rate of a teacher’s BSPS in a self-contained elementary class for students with emotional and behavioral disorders (E/BD).”