Praise Counts: Using Self-Monitoring to Increase Effective Teaching Practices

By Tara M. Kalis, Kimberly J. Vannest, Richard I. Parker. 2007

131 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/85309beebdbeaa31753001c5597b3f93617b5f37

How researchers see this paper

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

In Clinical Psychology

1. W. Reinke
2. Brandi Simonsen
3. B. Cavanaugh
4. Diane Myers
5. Shannon Hawkins
6. Juane Heflin
7. Margaret T. Floress
8. Lyndsay N. Jenkins

In Developmental and Educational Psychology

1. B. Cavanaugh
2. Brandi Simonsen
3. Diane Myers
4. Donald E. Briere
5. W. Reinke
6. G. Sugai
7. Daniel M. Maggin
8. J. Wehby

In Psychiatry and Mental health

1. B. Cavanaugh
2. Juane Heflin
3. Shannon Hawkins
4. W. Reinke
5. Margaret T. Floress
6. Lyndsay N. Jenkins
7. Daniel M. Maggin
8. G. Sugai

Citations in the corpus

• Increasing New Teachers’ Specific Praise Using a Within-School Consultation Intervention (2015, background): “, Martens, Hiralall, & Bradley, 1997; Pisacreta, Tincani, Connell, & Axelrod, 2011) and self-monitoring strategies (e.g., handwritten tallies, hand tally clicker, videotaping techniques; Gable, Hendrickson, Young, Shores, & Stowitschek, 1983; Gunter & Reed, 1996; Kalis et al., 2007) to track, monito”
• 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).”
• Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior (2009, background): “Results from classroom-based, teacher-centered intervention research show the effectiveness of goal setting, continued feedback, and self-evaluation to increase teachers’ rates of praise ( Kalis, Vannest, & Parker, 2007 ; Sutherland & Wehby, 2001a ; Sutherland et al, 2000 ) and opportunities to re”
• Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention (2011, background): “Kalis et al. (2007) found the use of self-monitoring increased teacher praise and sustained the increased praise for an additional three sessions after the removal of the intervention in a high school classroom for students with EBD.”
• Back to Basics (2009, unknown): “Teachers can use a hand-held counter or simply transfer a penny from one pocket to another for each praise statement as a way to monitor their verbal behavior (Kalis et al., 2007).”
• Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature (2012, methodology): “In these cases, it appeared that the employment of goal setting (Kluger & DeNisi, 1996) was an effective tactic when used in conjunction with performance feedback (Barton & Wolery, 2007; Kalis et al., 2007).”