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Early Childhood Teachers' use of Specific Praise Statements with Young Children at Risk for Behavioral Disorders

16 references·16 citing·41 second hopsampled

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References

1991Manual for The Child Behavior Checklist/4-18 and 1991 Profile8,072 cited
2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade3,304 cited
1982Single-Case Research Designs: Methods for Clinical and Applied Settings2,852 cited
1983Single-case research designs: Methods for clinical and applied settings2,677 cited
1995Behavior Problems in Preschool Children: A Review of Recent Research1,355 cited
1994Reinforcement, Reward, and Intrinsic Motivation: A Meta-Analysis1,150 cited
1986The education and training of the mentally retarded869 cited
1981Teacher Praise: A Functional Analysis814 cited
1997The Effectiveness of Early Intervention764 cited
2002Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories718 cited
1968RULES, PRAISE, AND IGNORING: ELEMENTS OF ELEMENTARY CLASSROOM CONTROL1540 cited
1968EFFECTS OF TEACHER ATTENTION ON STUDY BEHAVIOR1484 cited
1990Follow‐up of Hard‐to‐Manage Preschoolers: Adjustment at Age 9 and Predictors of Continuing Symptoms451 cited
2000Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD392 cited

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1995

Relations among child care quality, teacher behavior, children's play activities, emotional security, and cognitive activity in child care

327 cited

1964Reinforcement control of generalized imitation in young children295 cited

Cited by

2016Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms143 cited
2012Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature94 cited
2013Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior85 cited
2013Providing Performance Feedback for Teachers to Increase Treatment Fidelity75 cited
2017Praise Research Trends and Future Directions: Characteristics and Teacher Training75 cited
2012Effects of Training and Feedback on Teachers’ Use of Classroom Preventive Practices73 cited
2015Effects of Training and Coaching With Performance Feedback on Teachers’ Use of Pyramid Model Practices71 cited
2014Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms59 cited
2013School-wide Systems to Promote Positive Behaviors and Facilitate Instruction53 cited
2019Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis45 cited
2021Investigating strategies to increase general education teachers' adherence to evidence-based social-emotional behavior practices: A meta-analysis of the single-case literature44 cited
2013The Use of E-Mail to Deliver Performance-Based Feedback to Early Childhood Practitioners44 cited
2013An Examination of Social Validity Within Single-Case Research With Students With Emotional and Behavioral Disorders43 cited
2016Implementing Positive Behavior Support in Preschools40 cited
2016Group Coaching on Pre-School Teachers’ Implementation of Pyramid Model Strategies37 cited
2020Using Positive Reinforcement With Young Children37 cited