Specific Praise Summery: Verbal or written statements to a student that recognize a desired or correct behavior. Praise can function as a tool for instruction and for increasing social and academic behaviors. To be effective, the student must view the attention provided through praise as pleasurable or motivational. Purpose: Deliver effective praise statements. Be specific and include detail. Be sincere and credible. Deliver immediate praise in close proximity to the student for whom the praise is intended. Move around the classroom frequently so you can be prepared to “catch them being good”. Utilize a variety of verbal and written praise. Give praise to several students at the same time. Or. Provide praise privately to avoid the embarrassment some students feel when being singled out in public situations. Last evaluate and adjust praise. Criterion-Specific Rewards Summery: Is used as part of a proactive intervention for managing classroom behavior. Students may earn criterion-specific rewards such as activities, privileges, and tangible incentives after the occurrence of identified behaviors at a set level of performance. 3 types of rewards are social rewards, activity/privilege rewards, and tangible/material rewards Purpose: Identify specific behaviors. Select rewards. Implement rewards. Last evaluate and adjust rewards. Plan time in weekly schedule for rewards. Avoid compromises that have the reward come before the he behavior or work is done. Never use stuff like food drink and bathroom as rewards. Rewards can be used for the whole class or for a smaller group or individual.
Choice Making Summery: A strategy that enables students to select from provided options. It can be used to prevent behavior problems and to increase specific behaviors. Purpose: Identify choice opportunities and possible options. Offer choices. Last evaluate and adjust choice opportunities. Start small. Same choice is better then no choice. Avoid negotiation. Be consistent and honor the choice. Case Study 1 Level A: I think specific praise might be used because he is having a hard time getting his individual class work done and if the teacher praises him on how well he’s doing on them then he will be more likely to complete the assignments. It can also be helpful if she writes notes home to his parents letting them know how well he’s doing on his assignments as he starts to get better. So that way he will be praised at home which will in tern reinforce the good behavior. I think criterion-specific rewards might be used because he likes o talk to others, read magazines and book, draw and doodle, and daydream. So the teacher should tell him if he gets his work done early he can draw or read his magazines. That way he has something to look forward o after her gets his work
- Spring '08
- Psychology, group contingency