Praise notes have the potential to positively influence student behavior and relationships. Few studies have examined the social validity of praise, however, and these studies have focused on students' perceptions. The purpose of this study was to describe student, parent, and teacher perceptions of a school-wide praise note intervention at a Title I elementary school. Twenty-three teachers, 203 parents, and 203 students completed surveys regarding a pre-existing praise note intervention. Surveys consisted of 13 quantitative items and two open-ended questions. Quantitative and qualitative results indicate that participants had positive perceptions of praise notes. Participants also believed that praise notes helped improve relationships, home/school communication, and student behavior. Results also suggest that praise notes are sustainable and have a good level of buy-in. While parents liked praise notes and believed that praise notes improved home/school communication, teachers seemed unaware of parents' enthusiasm. Implications and limitations of this study are addressed.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Howell, Angela, "Social Validity of Teacher-Written Praise Notes in a Title One Elementary School" (2012). Theses and Dissertations. 3746.
elementary school students, positive reinforcement, elementary school teachers, teacher attitudes, intervention