Citations (33)
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Read on this site (6)
Masahiro Shiomi, Yumiko Tamura, Mitsuhiko Kimoto, Takamasa Iio, Reiko Akahane-Yamada & Katsunori Shimohara. (2021) Two is better than one: verification of the effect of praise from two robots on pre-school children’s learning time. Advanced Robotics 35:19, pages 1132-1144.
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Margaret T. Floress, Kimberly A. Zoder-Martell, Melissa M. Beaudoin & Zachary R. Yehling. (2021) Teacher praise to reprimand ratios during small and large group instruction: a video pilot study. Preventing School Failure: Alternative Education for Children and Youth 65:3, pages 206-215.
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X. Christine Wang, Wei Dai, Biying Hu & Zhanmei Song. (2021) ‘Good job!’: unpacking praise practices of high- and low-quality early childhood teachers in China. Early Child Development and Care 191:2, pages 266-280.
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Elisa S. Shernoff, Adam L. Lekwa, Linda A. Reddy & William Davis. (2020) Teachers’ Use and Beliefs About Praise: A Mixed-Methods Study. School Psychology Review 49:3, pages 256-274.
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Kimberly A. Zoder-Martell, Margaret T. Floress, Ronan S. Bernas, Brad A. Dufrene & Samantha L. Foulks. (2019) Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis. Journal of Applied School Psychology 35:4, pages 309-338.
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Margaret T. Floress & Amber L. Jacoby. (2017) The Caterpillar Game: A SW-PBIS Aligned Classroom Management System. Journal of Applied School Psychology 33:1, pages 16-42.
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Articles from other publishers (27)
Margaret T. Floress, Megan D. Evans, Sarah J. Conoyer & Kealie Jenkins. (2023) Exploring Pre-service, Early Childhood Educators’ Use of Praise: A Preliminary Investigation. Journal of Behavioral Education.
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Miguel Garcia-Salas, Carla Wood, Jeanne Wanzek & Christopher Schatschneider. (2023) Second-Grade Teachers’ Use of Praise during ELA Instruction: Frequency, Types, and Differences. Education and Treatment of Children 46:2, pages 121-134.
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Renée E. Lastrapes, Preeti Jain & Jennifer N. Fritz. (2021) Effects of a Prompting Intervention on Teachers’ Use of Behavior-Specific Praise in an Urban Preschool. Journal of Behavioral Education 32:2, pages 300-312.
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Michael P. Mesa, Beth M. Phillips & Christopher J. Lonigan. (2023) Paraprofessionals' use of classroom management in a small‐group intervention. Psychology in the Schools.
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Catherine M. Gale, Svein Eikeseth & Fillip Ferreira Eikeseth. (2022) Effects of enthusiastic and non‐enthusiastic voice in praise on the behavior of children with autism and typically developing children. Behavioral Interventions 38:1, pages 26-38.
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Margaret T. Floress, Lyndsay N. Jenkins, Sara Caldwell & Kaylee Hampton. (2022) Teacher Stress and Self-Efficacy Relative to Managing Student Behavior. Contemporary School Psychology.
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Nancy A. Neef, Michael Kranak, Marnie Shapiro, Ziwei Xu & A. Charles Catania. (2022) Changing What Teachers Say Changes What They Do: Increasing Their Specific Praise of Student Behavior. Journal of Behavioral Education.
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Margaret T. Floress, Amy M. Briesch, Lyndsay N. Jenkins & Kaylee A. Hampton. (2021) Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates. Behavioral Disorders 47:3, pages 196-206.
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Andrew Markelz, Benjamin Riden, Margaret T. Floress, Kinga Balint-Langel, Joshua Heath & Shelby Pavelka. (2021) Teachers’ Use of Specific, Contingent, and Varied Praise. Journal of Positive Behavior Interventions 24:2, pages 110-121.
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Margaret T. Floress, Melissa M. Beaudoin & Ronan S. Bernas. (2021) Exploring Secondary Teachers’ Actual and Perceived Praise and Reprimand Use. Journal of Positive Behavior Interventions 24:1, pages 46-57.
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Fengzhen Liu. (2021) The Role of EFL Teachers’ Praise and Love in Preventing Students’ Hopelessness. Frontiers in Psychology 12.
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Zachary C. LaBrot, Emily DeFouw & Morgan Eldridge. (2021) Examination of a Tiered Training Model to Increase School Psychology Graduate Students’ Behavior Specific Praise. Education and Treatment of Children 44:4, pages 233-248.
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Kevallyn R. Drake & Gena Nelson. (2021) Natural rates of teacher praise in the classroom: A systematic review of observational studies. Psychology in the Schools 58:12, pages 2404-2424.
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Zachary C. LaBrot, Brad A. Dufrene, D. Joe Olmi, Evan H. Dart, Keith Radley, Elizabeth Lown & Jamie L. Pasqua. (2020) Maintenance and Generalization of Preschool Teachers’ Use of Behavior-Specific Praise Following In Situ Training. Journal of Behavioral Education 30:3, pages 350-377.
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Elizabeth L. Lown, Keith C. Radley, Evan H. Dart, Brad A. Dufrene, Daniel H. Tingstrom, Lynda Hayes & Jennifer Tannehill. (2020) A comparison of real‐time and delayed visual performance feedback on teacher praise. Psychology in the Schools 58:5, pages 804-817.
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Zachary C. LaBrot, Brad A. Dufrene, Heather Whipple, Morgan McCargo & Jamie L. Pasqua. (2019) Targeted and Intensive Consultation for Increasing Head Start and Elementary Teachers’ Behavior-Specific Praise. Journal of Behavioral Education 29:4, pages 717-740.
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Margaret T. Floress, Gary L. Cates, Kelly E. Poirot & Nicole J. Estrada. (2020) Conceptualizing Fixed-Interval Praise Delivery. Intervention in School and Clinic 56:2, pages 84-91.
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Jennifer L. Reynolds, Wendy S. Cochrane, William M. Furey & Tammy A. Matvichuk. (2019) Working Together: A Process to Support Teachers in Increasing Specific Praise Statements. Intervention in School and Clinic 55:3, pages 162-168.
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Kwon, So-Yeon, 황신해 & 김민진. (2019) 유치원 교사의 유아 칭찬 특성 분석 연구. Korean Journal of Early Childhood Education 39:6, pages 401-420.
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David J. Royer, Kathleen Lynne Lane, Kristin D. Dunlap & Robin Parks Ennis. (2018) A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance. Remedial and Special Education 40:2, pages 112-128.
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Margaret T. Floress & Shelby L. Beschta. (2018) An analysis of general education teachers’ use of diverse praise. Psychology in the Schools 55:10, pages 1188-1204.
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Julie Sarno Owens, Alex S. Holdaway, Jessica Smith, Steven W. Evans, Lina K. Himawan, Erika K. Coles, Erin Girio-Herrera, Clifton S. Mixon, Theresa E. Egan & Anne E. Dawson. (2017) Rates of Common Classroom Behavior Management Strategies and Their Associations With Challenging Student Behavior in Elementary School. Journal of Emotional and Behavioral Disorders 26:3, pages 156-169.
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Yi Yang, Bi Ying Hu, Shulin Yu, Sherron Killingsworth Roberts & Sylvia S.L. Ieong. (2018) A qualitative case study of Instructional Support practices in Chinese preschool classrooms. Learning, Culture and Social Interaction 18, pages 133-144.
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Margaret T. Floress, Lyndsay N. Jenkins, Wendy M. Reinke & Lorena McKown. (2017) General Education Teachers’ Natural Rates of Praise: A Preliminary Investigation. Behavioral Disorders 43:4, pages 411-422.
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Margaret T. Floress, Shelby L. Beschta, Kari L. Meyer & Wendy M. Reinke. (2017) Praise Research Trends and Future Directions: Characteristics and Teacher Training. Behavioral Disorders 43:1, pages 227-243.
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Margaret T. Floress, Jessica R. Berlinghof, Rebecca A. Rader & Emma K. Riedesel. (2017) PRESCHOOL TEACHERS’ USE OF PRAISE IN GENERAL, AT-RISK, AND SPECIAL EDUCATION CLASSROOMS. Psychology in the Schools 54:5, pages 519-531.
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Margaret T. Floress, Angela L. Rock & Assegedech Hailemariam. (2017) THE CATERPILLAR GAME: A CLASSROOM MANAGEMENT SYSTEM. Psychology in the Schools 54:4, pages 385-403.
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