In this study, researchers examined the effects of behavior specific praise in early childhood special education classrooms during academic activities. Child participants demonstrated challenging behaviors which inhibited their ability to attend during academic instruction. An AB case design was used to evaluate the effects of behavior specific praise on child behavior. Results show promise for use of behavior specific praise to increase on-task behavior and decrease challenging behaviors for one participant. Implications for future research include the need to further assess the extent to which behavior specific praise increases on-task behavior and decreases challenging behavior as well as additional variables such as schedule of delivery of behavior specific praise and matching child interest to activities.
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