Educator: Mrs. D.

Student: Samantha

Behavior-Specific Praise Elementary/Example

Narrator: Behavior-specific praise, elementary school example and non-example. Mrs. D. has worked with her class on how to write a friendly letter, including how to appropriately head such a letter.  Samantha often struggles with writing tasks. In this example, the teacher uses behavior-specific praise to acknowledge that Samantha correctly heads the top of her friendly letter. Note how Mrs. D. states the student’s name and then specifically describes her behavior.

Mrs. D.

So today what we are going to do is we are going to begin to write a letter to our teacher. So if you would please begin the proper heading with the date and name on the corner of your paper.

Mrs. D.

Samantha, thank you so much. That looks awesome. Thank you for heading your paper appropriately.

Narrator: To review, the teacher implemented behavior-specific praise correctly. She stated the student’s name and delivered praise specific to the student’s behavior.

Behavior-Specific Praise Elementary/Non-Example

Narrator: In this non-example, when Samantha correctly adds a heading to her letter, Mrs. D. responds by providing praise. However, the praise she delivers is not behavior-specific.

Mrs. D.

So today what we are going to do is we are going to begin to write a letter to our teacher. So if you would please begin with proper heading with the date and name in the corner of your paper.

Mrs. D.

 [Gestures approvingly at Samantha, who grins in response.]

Narrator: To review, although Mrs. D. provided non-verbal reinforcement, another form of positive feedback and one Samantha clearly appreciated, the praise technically was not behavior-specific because it did not include the student’s name and did not specify the behavior.