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Abstract
The purpose of this study was to examine the effects of a video-feedback intervention on the frequency of teachers' use of (a) general group praise, (b) general individual praise, (c) specific group praise, (d) specific individual praise, (e) negative comments directed toward the entire class, and (f) negative comments directed toward an individual student. The video-feedback intervention involved teachers watching video-recordings of their own teaching and self-evaluating their use of praise. A multiple-baseline across subjects single-case design was used across four secondary-level teachers to examine the effect of a video feedback intervention on teacher's use of praise. Frequency data was collected for all types of praise and negative teacher comments. While further study is warranted, results indicate that video-feedback may be an effective method for increasing teacher's use of praise in classroom settings.
Teacher praise is an evidence-based practice shown to improve both academic and social outcomes for students (Hawkins & Heflin, 2011; Van Acker, Grant, & Henry, 1996). Praise is often defined as verbal acknowledgement by the teacher of desired appropriate social or academic behavior from the student (e.g., "great job taking turns, class!" "Suzie, thank you for keeping your hands to yourself," etc.) (Cavanaugh, 2013). Past research has shown use of praise to be an effective classroom management strategy (Beaman & Wheldall, 2000; Richardson & Shupe, 2003), as well as an effective way to increase student task engagement and decrease problem behavior (Gorman-Smith, 2003; Sutherland, 2000). In fact, praise, particularly behavior specific praise, is considered by many to be one of the most effective school-based strategies for decreasing problem behavior and increasing positive behavior (Cavanaugh, 2013; Strain & Joseph, 2004; Sutherland, Wehby, & Copeland, 2000; Walker, Ramsey, & Gresham, 2004).
With so much evidence and support behind the use of praise in classrooms, one might assume teachers of all grade levels utilize praise widely, especially given that praise is free to implement and takes mere seconds to deliver effectively. Think again. Unfortunately, past research resoundingly shows that teachers often use praise at very low rates (Hawkins & Heflin, 2011; Keller, Brady, & Taylor, 2005; Brophy, 1981; Van Acker, Grant, & Henry, 1996; Wehby, Symons, & Shores, 1995). This is especially true in classrooms serving students with emotional/behavioral disorders (Sutherland & Wehby,...