Positive PRaise and encouragement
Positive PRaise and encouragement
Embedded Files
Using positive praise...
Gives students reinforcement of their behavior
Provides examples of expected behavior for students
Validates and recognizes students needing reinforcement
Implementation
Implementation
Overview
Humans are designed for connection and crave reinforcement.
Positive praise allows a student to feel secure and reinforces the behavior that is being praised.
The goal is to consistently praise the positive where a student is meeting expectations
This may start very small depending on where the student is currently at.
Praise can be as simple as getting to work in a timely manner, sharing, using words to convey thoughts, etc.
The frequency of praise depends on the student.
Decreasing the frequency can happen over time. Start with more and slowly decrease.
Ask a student how they prefer to be praised
Praise may look like a pat on the back, words of acknowledgement, or even a nonverbal head nod.
Verbally praise positive student behavior in increments determined by the task ratio of expected behavior
As students continue to build more consistent levels are expected behavior, decrease the amount of praise and reinforcement.
Core Components
Praise should be specific to student
A 4:1 ratio should occur of 4 positive praise statements to 1 corrective.
Proactive Implementation
A 5:1 positive to negative ratio is established by the supervising adult. This becomes a pattern through the use of a token economy or other reinforcing system.
Responsive Implementation
If a student, group, or classroom is struggling with specific expectations then strategic and targeted praise will be given to reinforce those expectations.
Bucket Fits
Bucket Fits
Connection
If the need is connection then positive praise can be given in the form of brags or peer feedback. The feedback can be praise given by peers that worked with a particular student.
Skills Training
If the need is skill building then the student may look for specific skills in others to give praise to throughout the day. Looking for these skills provides prosocial monitoring.
Awareness
If the need is awareness then the praise should be targeted and acknowedged for specific skills. The student should reflect on what they are doing and why it is effective to replicate the behavior.
Emotional Regulation
If the need is regulation then the student may be given additional praise and encouragement when a specifically challenging task is being attempted.
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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