Examining behavior specific praise as an individual behavior management strategy in a high-need educational setting

AbstractBehavior specific praise (BSP) is widely regarded as an evidence-based classroom management strategy, with decades of research supporting its use. However, relatively few studies have examined the effect of BSP as a targeted intervention strategy, particularly for traditionally underrepresented students. The present study evaluated the utility of BSP as an individual behavior management strategy for diverse students in the context of a high-need educational setting. Specifically, it examined the effects of BSP on teacher’s ratings of academically engaged and disruptive behavior in the classroom using Direct Behavior Ratings–Single Item Scales (DBR-SIS). A concurrent multiple baseline design was implemented with three racially/ethnically minoritized (REM) target students across one third and one fourth grade classroom. Results demonstrated that teachers’ estimated rates of BSP delivered to target students were successfully increased to a criterion level of six per hour following delivery of a multicomponent training package, with high levels of treatment integrity. All participating students demonstrated statistically significant improvements in behavior, although visual analysis suggested only one clear demonstration and one replication of effect. Social validity data revealed high levels of teacher acceptability and willingness to implement the BSP strategy, with mixed perceptions from students. Implications for research and practice are discussed.Keywords: Behaviorconsultationpraise Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsFaith G. MillerFaith G. Miller is an Associate Professor and Peyton Faculty Fellow in Child and Adolescent Well-being at the University of Minnesota–Twin Cities. Her research interests relate to improving assessment and intervention practices within MTSS to better support students’ social, emotional, and behavioral functioning by engaging an equity lens.Nicole Swenson WagnerNicole Swenson Wagner is a graduate of the School Psychology Program at the University of Minnesota–Twin Cities.Alexandria C. RobersAlexandria C. Robers is a is a graduate of the School Psychology Program at the University of Minnesota–Twin Cities and is completing a postdoctoral fellowship at the Monroe-Meyer Institute.