Effect of behavior-specific praise on student on-task behavior in career and technical education

Abstract

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Behavior-specific praise (BSP) is a low-intensity strategy used to reinforce positive behaviors, including student academic engagement in school settings. In this study, we leveraged a single training on BSP for a career and technical education (CTE) teacher in a suburban Southeast high school to determine effects on student on-task behavior. Using an A-B-A-B withdrawal design, we observed the teacher’s rate of general praise and BSP statements, and the percentage of 1-min momentary time sampling intervals with on-task behavior of four high school students. The general education CTE teacher increased his rate of BSP, and all four students increased on-task behavior during intervention phases. Social validity questionnaires identified a positive impression from students and teacher about implementing BSP in the classroom. Limitations and future directions are discussed.

Keywords

• behavior-specific praise
• career and technical education
• high school
• general praise
• withdrawal design
• behavior support