In the United States educators often feel underprepared to manage student behavior in the classroom, which management is crucial for students with or at risk for Emotional and Behavioral Disorders (EBD) to learn effectively. Research on School-wide Positive Behavior Support (SWPBS) programs has reflected how effective simple principles, such as increasing teacher praise and decreasing teacher reprimands, can be. The current study is a secondary analysis of data originally gathered from 65 teachers and 239 students across three states. Results of these analyses bring principles of effective SWPBS programs and educator needs together by identifying how teacher behaviors correlated with at-risk student behaviors in different ways than the behaviors of students who were not at risk. Using multiple linear regression, we illustrated how students at risk for EBD were more sensitive to teacher praise and reprimands than students who were not at risk, which adds support to SWPBS theory and invites teachers to consider that who they praise and reprimand is just as important as how.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Downs, Kade Rolan, "Effects of Teacher Praise and Reprimand Rates on Classroom Engagement and Disruptions of Elementary Students at Risk for Emotional and Behavioral Disorders" (2017). Theses and Dissertations. 7244.
praise, reprimands, at-risk, elementary school, emotional and behavioral disorders, school-wide positive behavior support