The forms, functions, and uses of praise in self-contained classrooms: a qualitative examination

Abstract

Special education teachers are often encouraged to use praise in their instructional interactions with their students with significant support needs (SSN). It is assumed that reinforcing behavior facilitates learning and academic achievement for these students. Despite a myriad of interventions aimed at increasing special education teachers’ use of praise, little is known about how praise functions in this context. This is concerning, given the growing body of literature suggesting that praise negatively impacts academic achievement for students without SSN. This study uses constant comparative methods to examine the form, function, and use of praise in supporting learning and instruction in two special educations classrooms that exclusively serve students with SSN. Findings indicate that praise, as an extension of instruction that prioritizes compliance over learning, did little to engage students in thinking or learning. The results hold implications for the instructional approaches teachers use with their students with SSN.

Keywords:

• Special education
• severe disability
• teacher–student interaction

Disclosure statement

The research reported in this manuscriptwas made possible by a grant from the Spencer Foundation (#201800037). The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation.

Additional information

Funding

The present work was financially supported by the Spencer Foundation.

Notes on contributors

Sofia Benson-Goldberg

Sofia Benson-Goldberg, Ph.D., CCC-SLP is a postdoctoral research associate at the Center for Literacy and Disability Studies in the Department of Allied Health Sciences, School of Medicine at UNC Chapel Hill.

Charna D’Ardenne

Charna D’Ardenne, Ph.D. is a Research Assistant Professor at the Center for Literacy and Disability Studies in the Department of Allied Health Sciences, School of Medicine at UNC Chapel Hill. Her research interests include Disability Studies in Education, critical theory, and qualitative methodology.

Karen Erickson

Karen Erickson, Ph.D. is the Yoder Distinguished Professor in the Department of Allied Health Sciences, School of Medicine at UNC Chapel Hill where she directs the Center for Literacy and Disability Studies. Her research interests center around understanding and developing solutions to improve literacy and communication intervention and assessment for students with significant disabilities.