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Behavior-Specific Praise: An Effective, Efficient, Low-Intensity Strategy to Support Student Success
Peer reviewed
Direct linkEnnis, Robin Parks; Royer, David James; Lane, Kathleen Lynne; Menzies, Holly M.; Oakes, Wendy Peia; Schellman, Liane Elizabeth – Beyond Behavior, 2018
Behavior-specific praise (BSP) is a low-intensity strategy that can be used to reinforce appropriate responding in the classroom. BSP occurs when a teacher observes particular student behavior and compliments the student for the appropriate response with the intent that students will continue to engage in the appropriate behavior. In this article,…
Descriptors: Behavior Modification, Positive Reinforcement, Student Behavior, At Risk Students
Olive, Melissa L. – Beyond Behavior, 2004
Transitions between activities can be difficult for both young children and their teachers. Multiple strategies may be used to decrease the likelihood that children engage in challenging behavior during transitions. This paper will describe strategies teachers may use to decrease or prevent problem behavior during transitions. Particular attention…
Descriptors: Educational Strategies, Intervention, Preschool Education, Disabilities
Linn, Alissa; Myles, Brenda Smith – Beyond Behavior, 2004
Asperger Syndrome (AS) is a developmental disability marked by impairments in verbal and nonverbal communication, socialization, and behavior. This article provides an introduction to the difficulties experienced by students with AS and six strategies that can be easily implemented by teachers or parents to help students acquire the skills needed…
Descriptors: Nonverbal Communication, Asperger Syndrome, Developmental Disabilities, Interpersonal Communication
