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Abstract
Few studies have examined teachers’ natural use of praise and reprimand in the absence of training, possibly due to the challenges of live data collection. This study sought to determine the feasibility of using technology to examine teachers’ use of praise and reprimand during class-wide and small group instruction in four elementary classrooms. In both settings, teachers used more general praise than behavior-specific praise and these differences were statistically significant. No differences were found between reprimand type, regardless of instructional context. During class-wide instruction, praise was delivered more frequently to individual students. No significant difference in praise or reprimand rates were observed between instructional contexts. Implications for training teachers to increase their praise-to-reprimand use and future research via video data collection are offered.
Acknowledgments
The authors are grateful to Courtney Buck, LeAnn Brown, Korie Poe, Emma Riedesel, Natalie Goodwin, Nicholas Caldwell, and Sara Caldwell for their assistance with this project. We also thank the teacher participants and their corresponding schools for their participation.
Additional information
Funding
Notes on contributors
Margaret T. Floress
Dr. Floress is an Associate Professor and Coordinator of the School Psychology Graduate Program at Eastern Illinois University.
Kimberly A. Zoder-Martell
Dr. Zoder-Martell is an Associate Professor of Applied Behavior Analysis and the Assistant Chair of the Department of Special Education at Ball State University.
Melissa M. Beaudoin
Ms. Beaudoin is a School Psychologist at Rockford School District #205.
Zachary R. Yehling
Mr. Yehling is a School Psychologist at Kaskaskia Special Education District #801.