Skip to main content
SpringerLink
Log in

A Comparison of Two Group Contingencies on Teachers’ Use of Behavior-Specific Praise

  • Original Paper
  • Published:
Journal of Behavioral Education Aims and scope Submit manuscript

Abstract

The present study evaluated the effects of two reinforcement contingencies on teacher use of behavior-specific praise (BSP) in the classroom. An alternating treatments design was used to compare the implementation of both an independent and interdependent contingency to increase frequency of BSP delivery. Four general education elementary school teachers and their students participated. Teachers’ use of BSP and general praise, as well as, behavior-specific and general reprimands were evaluated. Data were also collected on students’ levels of academically engaged and disruptive behaviors. Both the independent and interdependent conditions resulted in higher frequencies of BSP and reduced the use of both general and behavior-specific reprimands. Student levels of academic engagement increased while disruption decreased across both contingencies. Results of the present study are discussed in terms of related literature and implications for applied practice.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

References

  • Acker, M., & O’Leary, S. (1987). Effects of reprimands and praise on appropriate behavior in the classroom. Journal of Abnormal Child Psychology,15, 549–557.

    Article  Google Scholar 

  • Barrish, H. H., Saunders, M., & Wolf, M. W. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis,2, 119–124.

    Article  Google Scholar 

  • Bear, G. G. (2013). Teacher resistance to frequent rewards and praise: Lack of skill or a wise decision? Journal of Educational and Psychological Consultation,23, 318–340.

    Article  Google Scholar 

  • Blaze, J. T., Olmi, D. J., Mercer, S. H., Dufrene, B. A., & Tingstrom, D. H. (2012). Loud versus quiet praise: A direct behavioral comparison in secondary classrooms. Journal of School Psychology,52, 349–360.

    Article  Google Scholar 

  • Briesch, A. M., Hemphill, E. M., Volpe, R. J., & Daniels, P. (2015). An evaluation of observational methods for measuring response to classwide intervention. School Psychology Quarterly,30, 37–49.

    Article  Google Scholar 

  • Burnett, P. C., & Mandel, V. (2010). Praise and feedback in the primary classroom: Teachers’ and students’ perspectives. Australian Journal of Educational & Developmental Psychology,10, 145–154.

    Google Scholar 

  • Cavanaugh, B. (2013). Performance feedback and teachers' use of praise and opportunities to respond: A review of the literature. Education and Treatment of Children,36, 111–137.

    Article  Google Scholar 

  • Chalk, K., & Bizo, L. A. (2004). Specific praise improves on-task behavior and numeracy enjoyment: A Study of year four pupils engaged in the numeracy hour. Educational Psychology in Practice,20, 335–351.

    Article  Google Scholar 

  • Cherne, J. L. (2008). Effects of praise on student behavior in the classroom. (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses.

  • Christ, T. A., & Christ, J. A. (2006). Application of an interdependent group contingency mediated by an automated feedback device: an intervention across three high school classrooms. School Psychology Review,35, 78–90.

    Article  Google Scholar 

  • Coffey, J. H., & Horner, R. H. (2012). The sustainability of schoolwide positive behavior interventions and supports. Exceptional Children,78, 407–422.

    Article  Google Scholar 

  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NY: Pearson Prentice.

    Google Scholar 

  • Dart, E. H., Radley, K. C., Briesch, A. M., Furlow, C. M., & Cavell, H. J. (2016). Assessing the accuracy of classwide direct observation methods: Two analyses using simulated and naturalistic data. Behavioral Disorders,41, 148–160.

    Article  Google Scholar 

  • DiGennaro, F. D., Martens, B. K., & Kleinman, A. E. (2007). A comparison of performance feedback procedures on teachers’ treatment implementation integrity and students’ inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis,40, 447–461.

    Article  Google Scholar 

  • Dufrene, B. A., Parker, K., Menousek, K., Zhou, Q., Harpole, L. L., & Olmi, D. J. (2012). Direct behavioral consultation in head start to increase teacher use of praise and effective instruction delivery. Journal of Educational and Psychological Consultation,22, 159–186.

    Article  Google Scholar 

  • Elliott, S., & Von Brock Treuting, M. (1991). The behavior intervention rating scale: Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology,29, 43–51.

    Article  Google Scholar 

  • Ennis, C. R., Cho Blair, K., & George, H. P. (2016). An evaluation of group contingency interventions: The role of teacher preference. Journal of Positive Behavior Interventions,18, 17–28.

    Article  Google Scholar 

  • Gresham, F. M., & Gresham, G. N. (1982). Interdependent, dependent, and independent group contingencies for controlling disruptive behavior. The Journal of Special Education,16, 101–110.

    Article  Google Scholar 

  • Hunt, B. M. (2012). Using the good behavior game to decrease disruptive behavior while increasing academic engagement with a headstart population. (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses.

  • Jenkins, L. N., Floress, M. T., & Reinke, W. (2015). Rates and types of teacher praise: A review and future directions. Psychology in the Schools,52, 463–476.

    Article  Google Scholar 

  • Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf D. M., & Shadish, W. R. (2010). Single case designs technical documentation. What Works Clearinghouse. Retrieved January 26, 2020, from http://files.eric.ed.gov/fulltext/ED510743.pdf.

  • Little, S. G., Akin-Little, A., & Newman-Eig, L. (2009). Effects on homework completion and accuracy of varied and constant reinforcement within an interdependent group contingency system. Journal of Applied School Psychology,26, 115–131.

    Article  Google Scholar 

  • Little, S. G., Akin-Little, A., & O’Neill, K. (2015). Group contingency interventions with children—1980–2010: A meta-analysis. Behavior Modification,39, 322–341.

    Article  Google Scholar 

  • Murphy, K. A., Theodore, L. A., Aloiso, D., Alric-Edwards, J. M., & Hughes, T. L. (2007). Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior. Psychology in the Schools,44, 53–63.

    Article  Google Scholar 

  • Myers, D. M., Simonsen, B., & Sugai, G. (2011). Increasing teachers' use of praise with a response-to-intervention approach. Education and Treatment of Children,34, 35–59.

    Article  Google Scholar 

  • Noell, G. H., Witt, J. C., LaFleur, L. H., Mortenson, B. P., Ranier, D. D., & LeVelle, J. (2000). Increasing intervention implementation in general education following consultation: A comparison of two follow-up strategies. Journal of Applied Behavior Analysis,33, 271–284.

    Article  Google Scholar 

  • Pisacreta, J., Tincani, M., Connell, J. E., & Axelrod, S. (2011). Increasing teachers' use of a 1:1 praise-to-behavior correction ration to decrease student disruption in general education classrooms. Behavioral Interventions,26, 243–260.

    Article  Google Scholar 

  • Reinke, W., Lewis-Palmer, T., & Merrell, K. (2008). The classroom check-up: A classwide teacher consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review,37, 315–332.

    Article  Google Scholar 

  • Reinke, W., Herman, C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions,5, 39–50.

    Article  Google Scholar 

  • Richard, B. J. (2012). The effects of teacher praise on engagement and work completion of students of typical development. (Doctoral Dissertation). Retrieved from The Aquila Digital Community.

  • Riffel, L. A. (2011). Free or inexpensive rewards for students and staff. Behavior Doctor Seminars to Wisconsin Public Schools. Retrieved January 26, 2020, from http://www.txbehaviorsupport.org/Assets/free-or-inexpensive-rewards-for-students-and-staff.pdf.

  • Sanetti, L. M. H., Williamson, K. M., Long, A. C. J., & Kratochwill, T. R. (2018). Increasing in-service teacher implementation of classroom management practices through consultation, implementation planning, and participant modeling. Journal of Positive Behavior Interventions,20, 43–59.

    Article  Google Scholar 

  • Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children,31, 351–380.

    Article  Google Scholar 

  • Smith, C., Bicard, D. F., Casey, L. B., & Bicard, S. C. (2013). The effects of an interdependent group oriented contingency and performance feedback on the praise statements of pre-service teachers during a summer day-camp for children with disabilities. International Journal of Behavioral Consultation and Therapy,8, 14–16.

    Article  Google Scholar 

  • Stage, S. A., & Quiroz, D. R. (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review,26, 333–369.

    Article  Google Scholar 

  • Sugai, G. (2008). Is PBIS evidence-based? Presentation to the Illinois Leadership Forum. Rosemont, IL.

  • Sugai, G., & Horner, R. H. (2008). What we know and need to know about preventing problem behaviors in schools. Exceptionality,16, 67–77.

    Article  Google Scholar 

  • Thorne, S., & Kamps, D. (2008). The effects of a group contingency intervention on academic engagement and problem behavior of at-risk students. Behavior Analysis in Practice,1, 12–18.

    Article  Google Scholar 

  • White, M. A. (1975). Natural rates of teacher approval and disapproval in the classroom. Journal of Applied Behavior Analysis, 8, 367–372.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Southern Mississippi, Hattiesburg, USA

    Ashleigh E. Eaves, Brad A. Dufrene, D. Joe Olmi & Lindsey E. Bernard

  2. University of Utah, Salt Lake City, USA

    Keith C. Radley

Authors
  1. Ashleigh E. Eaves
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Keith C. Radley
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Brad A. Dufrene
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. D. Joe Olmi
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Lindsey E. Bernard
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Keith C. Radley.

Ethics declarations

Conflict of interest

All authors of the study report no conflict of interest.

Ethical Approval

All procedures performed in the current study were in accordance with the 1964 Helsinki Declaration and its later amendments.

Informed Consent

Informed consent and assent was obtained from all individual participants included in the study.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Eaves, A.E., Radley, K.C., Dufrene, B.A. et al. A Comparison of Two Group Contingencies on Teachers’ Use of Behavior-Specific Praise. J Behav Educ 30, 226–246 (2021). https://doi.org/10.1007/s10864-020-09366-6

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10864-020-09366-6

Keywords

Search

Navigation