Effect of behavior-specific praise on student on-task behavior in career and technical education
Bibliographic Data
| ID | 22163977 |
|---|---|
| Authors | Jennifer A Hogg (0000-0002-1477-9428, University of Louisville, corresponding author), David James Royer (0000-0003-2882-1049, University of Louisville), Nicholas A Newton (University of Louisville), Amber Priddy (University of Louisville) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-12-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1441739 |
| OpenAlex | W4405365714 |
| Language | EN |
| References cited | 22 |
Behavior-specific praise (BSP) is a low-intensity strategy used to reinforce positive behaviors, including student academic engagement in school settings. In this study, we leveraged a single training on BSP for a career and technical education (CTE) teacher in a suburban Southeast high school to determine effects on student on-task behavior. Using an A-B-A-B withdrawal design, we observed the teacher’s rate of general praise and BSP statements, and the percentage of 1-min momentary time sampling intervals with on-task behavior of four high school students. The general education CTE teacher increased his rate of BSP, and all four students increased on-task behavior during intervention phases. Social validity questionnaires identified a positive impression from students and teacher about implementing BSP in the classroom. Limitations and future directions are discussed
Human–computer interaction · Mathematics education · Praise · Applied Psychology · Behavioral and Psychological Studies · Computer Science · Early Childhood Education and Development · Education Discipline and Inequality · Engineering · Psychology · Social Psychology
| Highly cited | No |
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