Alena+Ruoff+Verbal+Praise

Verbal Praise 1. Description of Strategy a) Verbal Praise by definition of dictionary.com states that it is, "the state of being approved or admired: The king lived in praise for many years." This strategy is something every good teacher does. It can be as little as saying, "good sitting!", or "Kendel, you wrote your name the best I have ever seen it. Amazing!" It is important to change your wording frequently when providing praise so not to become rote.

Here is a video from You Tube on how to give appropriate verbal praise: [|http:////www.youtube.com/watch?v=uw8XEJNafVU//]

//b) Providing verbal praise is designed for all children and adults that have disabilities or are typically developing.// //c)There are no qualifications to give verbal praise.// //d) There are not cost to giving verbal praise.// //e) Giving too much verbal praise will result in the students relying too much on adult support. The task becomes extrinsically motivated instead of intrinsically motivated.// //f) Giving verbal praise is designed to help students feel a sense of accomplishment and it also aids extrinsic motication into becoming intrisic motivation.// //g) Any setting// //h) Verbal praise is universal and works with almost every student. Some professionals believe praise should not be given and instead a positive comment should be made.//

//2. APA Reference// //Shriver, M.D. (2005). Training Teachers to Give Effective Commands: Effects on Student Compliance and Academic Behaviors.// School Psycology Review,// 34(2), 202-219.

a) This study was done with three students in a general education classroom and their three teachers. Two students were in second grade and one student was in fourth grade. All three students were male. One out of the three teachers was also male. All of the teachers and students were Caucasian. The three students were typically developing with noncompliant concers. b) This was a non-exerimental case study design with no control group. c) The author defined the dependent variables as student compliance, academic behaviors, competing behaviors, and teacher behaviors. d) The independent variable for this study was giving effective commands paired with verbal praise. e) Results a) Teacher Behavior: All three teachers increased the amount of effective commands when the training was introduced. i. Teacher 1: Baseline (46%) After training (78%) ii. Teacher 2: Baseline (64%) After training (84%) iii. Teacher 3: Baseline (51%) After training (92%) b) Student compliance: All three students increase the amount of compliance. The three students compliance levels were all above 80%. c) Academic behaviors and competing behaviors: An increase in level was observed for all three student participants. Small increases in the level of academic behaviors and decreaes in levels of completing behaviors were observed after teachers were trained.