JoEllen Nemeth

LAI 474
Script: Voice over slides

Overview

Slide 1: Welcome to a presentation about an evidence based practice that has no cost
and can easily be implemented: Behavior Specific Positive Praise.

Slide 2: An Evidence Based Practice is described as a scientifically proven teaching

program, intervention or instructional strategy that has resulted in positive results and

can be replicated. Teachers in all levels of education must be able to provide

instruction to a diverse population not only culturally but also academically. This

diversity is shown through inclusion classes; consisting of general education students

and exceptional learners with varying degrees of accommodations or modifications. It is

the teacher and co-teacher’s responsibility to provide services to students who require

them-while also teaching awareness, acceptance and individualized instruction during

the daily lesson. There are many practices and teaching strategies that can be used to

assist teachers in providing the most positive learning experience to their students.

Slide 3: Using techniques such as repeating or re-phrasing directions, applying

contingency contracts or using assistive technology and- giving clear lesson goals all

assist the overall learning environment for the students within an inclusion

class. Teachers can directly impact their students, specifically those with learning or

other disabilities, with the consistent use of behavior-specific praise and positive

feedback.

Research
Slide 4: At the close of this presentation, there will be several available resources to

read more about the experimental processes that have been conducted, articles

including the use of positive feedback and behavior-specific praise, school districts who

are currently implementing this EBP and information regarding the positive effects of

specific praise for students with Autism and other disabilities such as emotional and

behavioral disorders (EBD). Sometimes referred to as Behavior Specific Praise

Statements (BSPS), this particular strategy can be implemented across all disciplines

with any classification of student and is easily adaptable to any teaching style.

Slide 5: One would expect teachers to use positive reinforcement each time a desired

behavior is performed by a student. However, this is sometimes not used as much as

negative reinforcement which addresses the unwanted behavior (like standing up,

talking out of turn or not paying attention in class). Unfortunately, sometimes you can

hear a teacher saying, “Jimmy, sit down and don’t get up!” or “Keep your mouth shut

Ben, Jenna is talking.” Although bringing attention to the unwanted behavior may

temporarily stop the unacceptable behavior, it also can disrupt the classroom causing

embarrassment to the individual and may not encourage the behavior to stop

completely.

Slide 6: Behavior Specific Praise Statements or positive praise brings attention to

specific actions performed by a student that model the desired behavior a teacher

expects. This strategy is especially relevant for teachers of students with disabilities

who may already have low self-esteem, who are challenged with poor memory skills

and those who need assistance in remembering the steps of the instructions. According

to a 2001 study by Sutherland and Wehby, practicing Behavior Specific Praise

Statements in the classroom had a direct affect on the success of students with

disabilities both socially and academically.

Slide 7: Acknowledging a specific performance or action will bring wanted attention to

the student, increase student confidence, positive self-image and...encourages student

participation. Other students who witness the specific-positive praise being given, will

increase their overall participation in activities and thus...the inclusiveness of the class.

Specific-positive praise must be personal, must be direct, must be positive and is more

than simply stating... “Great job Bella.” Examples should include a specific action and

bring attention to a desired behavior that the teacher is looking for in the lesson such as;

“Bella, I like the way you brought out your ELA notebook-when I said it was time for

vocabulary. You are right on schedule” or “I like how you write your name on top of

worksheets every day, James! That’s exactly what you should do.” (TeacherVision,

2007).

Slide 8: General education teachers may need some examples and some feedback

during observation to assist in ways to use Behavior Specific Praise

Statements. Douchaine, Olivette & Fredrick, 2011, noted teachers who knowingly

increased their use of specific positive praise were able to see a remarkable increase in

participation by all students.

Slide 9: Let’s take a look at how you can use this technique in the classroom. Here’s

an example of some basic Classroom Rules. These are most likely for an elementary

school classroom but I teach seniors in high school and our classroom rules are quite

similar.
Slide 10: Here’s some easy steps we can take to make this teaching practice your

own:

*Think about the behavior you’d like to see in your class. Think about your Classroom

Rules.

What do students need to do, in order to achieve those rules?

One of our Classroom Rules is “Be an Active Listener” and another is “Always try your

Best.”

What specific behaviors will help my student be successful academically and meet the

behavior goal?

Here’s an exercise: Think about being an active listener- with me. What does it mean?

The student should remain quiet while someone else is talking. They should face the

speaker, acknowledge the speaker in some way (by looking at them or nodding as if

understanding their perspective). An active listener should not interrupt the speaker

and raise their hand if they want to comment or validate the speaker.

Teachers can look at each of their Classroom Rules and simply ask the question each

time; “What do students need to do, in order to achieve this rule and what behavior will

help their success of achieving it?”

A helpful hint could be to write your Classroom Rules on the left side of a paper. In the

middle, write what the student needs to do for each rule and on the right side, write what

the desired behavior could be. Once you’ve determined the desired behavior, a teacher

can acknowledge those behaviors with ease.

Slide 11: Here are Specific Steps to practicing Specific Praise, Direct Positive

Feedback, and Behavior Praise Statements (BSPS) in an inclusive classroom

environment

1. Be alert to specific behaviors.

a. Post small reminders of behavior goals on sticky notes or write them on

your whiteboard. Use inspirational posters that are behavior-specific to your

goals.

2. Bring attention to a desired behavior in a positive way

a. Set a personal goal of 5-6 times per class to use Behavior Specific

Positive Praise. Try writing it in your Lesson Plan.

3. Using the student’s name, remark on the desired behavior with a positive attitude,

smile and excited voice.

a. Example: “Great job on getting out your reading book Jennifer. You did

that so quickly.”

b. Example: “Jude, I really appreciate the way you pushed your chair in and

got in line for recess without any trouble.”

c. Example: “Thank you Daniela for filling out your Daily Planner as soon as

you came to class today. You are so responsible for a 1 grader!”

st

d. Example: “It was great to see your assignment on my desk this morning,

Amanda. It must feel awesome to have it completed early.”

4. Avoid reprimanding students openly or giving negative feedback to students in

front of others
5. The desired, recognized behavior could be simple or complex, depending upon

your student population or task requirements

6. Incorporate all students in your feedback, not just students with disabilities (as to

not cause undue perception of favoritism or repeated attention)

7. Using 5-6 statements per subject should produce an increase in desired behavior

Slide 12: Here is an example chart from “Primarily Aw-some, from Disability to

Possibility” a blog of a Special Education Administrator in the field. I think it visually

helps in understanding the distinct difference in specific praise statements versus

making a generalized statement.

Slide 13: In summary, Behavior Specific Praise is an evidence-based practice that can

be easily implemented in an inclusion classroom that is beneficial to students with

disabilities as well as their classmates. Identifying specific, desired behaviors with a

positive statement directly spoken to the student will increase desired classroom

behavior, communication, social skills and overall academic success. Thank you for

listening and please feel free to use the resources below or the images used in the

presentation. Happy Teaching !

Resources

Carter, S., Shuster, B. C., Magill, L., & Carter, E. W. (2016, July). Behavior-Specific
Praise in the Classroom. Retrieved September 20, 2018, from
https://vkc.mc.vanderbilt.edu/assets/files/resources/psibehaviorspecpraise.pdf
Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based
practices for students with severe disabilities (Document No. IC-3). Retrieved from
University of Florida, Collaboration for Effective Educator, Development, Accountability,
and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-
configurations/

Chalk, K., & Bizo, L., (2004) Specific Praise Improves On‐task Behaviour and Numeracy
Enjoyment: A study of year four pupils engaged in the numeracy hour, Educational
Psychology in Practice, 20:4, 335-351, DOI: 10.1080/0266736042000314277

Chard, D., & Bryant, D. P. (2009, October 3). Evidence-based Interventions for Students
With Learning Disabilities: How Research Can Inform Practice. Retrieved September
15, 2018, from https://www.meadowscenter.org/files/resources/CLD-BryantD-
Sept09.pdf

Duchaine, E., Jolivette, K., & Fredrick, L. (2011). The Effect of Teacher Coaching with
Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms. Education
and Treatment of Children, 34(2), 209-227. Retrieved from
http://www.jstor.org/stable/42900583

Evidence-Based Practice Summaries. (n.d.). Retrieved September 15, 2018, from

https://iris.peabody.vanderbilt.edu/resources/ebp_summaries/
Killian, S. (2017, July 11). Top 10 Evidence Based Teaching Strategies. Retrieved
September 15, 2018, from http://www.evidencebasedteaching.org.au/evidence-based-
teaching-strategies/

Milsam, A. (2017, August 23). Creating Positive School Experiences for Students with
Disabilities. Retrieved September 16, 2018, from
http://www.readingrockets.org/article/creating-positive-school-experiences-students-
disabilities

Sutherland, K. S., & Wehby, J. H. (2001). The effect of self-evaluation on teaching

behavior in classrooms for students with emotional and behavioral disorders. The
Journal of Special Education, 35, 161-171.

Teacher Vision. (2007, February 01). Teaching Students with Special Needs: Advice for
Teachers (Grades K-12). Retrieved September 16, 2018, from
https://www.teachervision.com/special-needs/teaching-students-special-needs#

Image Resources

5 Secrets of Happy Children. (2017, February 28). Retrieved October 20, 2018, from
https://kidzdash.com/index.php/2016/12/27/5-secrets-happy-children/
Additional Discussion of K12 Costs - Bilingual Education Proposals. (2018, September
14). Retrieved October 20, 2018, from
https://www.roundsconsulting.com/2018/09/14/additional-discussion-of-k12-costs-
bilingual-education-proposals/

Blackboard-ode. (2018, May 06). Retrieved October 19, 2018, from

https://onedayenrichment.com/blackboard-ode/

Johnston, J. (2013, September 14). Positive classroom interactions vital to pre-K

learning. Retrieved October 10, 2018, from
https://news.vanderbilt.edu/2013/09/04/positive-classroom-vital-pre-k/

Knaebel, S. (2017, February 17). Home. Retrieved October 20, 2018, from
http://primarilyau-some.com/using-praise-to-increase-positive/

Stephens, T. L. (2016, June 06). Tips for Encouraging Positive Interactions Between
Students With Behavioral Disorders and Peers | Pearson Blog. Retrieved October 10,
2018, from https://www.pearsoned.com/tips-for-encouraging-positive-interactions-
between-students-with-behavioral-disorders-and-peers/

Thinking [Teacher Thinking]. (n.d.). Retrieved October 10, 2018, from

http://pluspng.com/png-136333.html

Warner, M. (2015, October 15). Our Class Rules. Retrieved October 10, 2018, from
https://www.teachingideas.co.uk/classroom-management/our-class-rules