Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD

By R. Allday, Kim Hinkson-Lee, T. Hudson, Shelley Neilsen-Gatti, Andrew Kleinke, Caroline S. Russel. 2012

160 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/79ea03980571f22f24110a6061e8ced1897e5718

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Shelley Neilsen-Gatti
2. R. Allday
3. T. Hudson

Citations in the corpus

• A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, unknown): “Included studies met five criteria: (a) IV was teacher-delivered BSP, defined as “providing students with praise statements that explicitly describe the behavior being praised” (Allday et al., 2012, p. 87).”
• Preparation for Inclusion in Teacher Education Pre-Service Curricula (2013, background): “Communicating high expectations, utilizing behavior-specific praise, and implementing antecedent and reinforcement strategies have found to be critical skills for successful classroom management (Allday et al., 2012; Higgins & Moule, 2009; Stichter, Lewis, Richter, Johnson, & Bradley, 2006).”