Sage Journals: Discover world-class research

Abstract

Positive and constructive feedback is a form of positive reinforcement essential to effective instruction and classroom management. This article provides practitioners with a range of realistic positive and constructive feedback strategies and descriptions of how such feedback can be implemented in schools and classrooms, with a special focus on the reinforcement of students with emotional and behavioral disorders.

Keywords

teaching strategies efficacy/effectiveness teaching methods student interactions teacher(s)

Get full access to this article

View all access options for this article.

References

Baker

J. D.

(1992). Correcting the oral reading errors of a beginning reader. Journal of Behavioral Education, 4, 337–343. https://doi.org/10.1007/BF00952353

Barbetta

P. M.

Heward

W. L.

Bradley

D. M.

Miller

A. D.

(1994). Effects of immediate and delayed error correction on the acquisition and maintenance of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 27, 177–178. https://doi.org/10.1901/jaba.1994.27-177

Burnett

P. C.

(2001). Elementary students’ preferences for teacher praise. Journal of Classroom Interaction, 36, 16–23. https://doi.org/10.1037/0022-0663.69.4.419

Conroy

M. A.

Sutherland

K. S.

Snyder

Al-Hendawi

(2009). Creating a positive classroom atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18, 18–26.

Dufrene

B. A.

Lestremau

Zoder-Martell

(2014). Direct behavioral consultation: Effects on teachers’ praise and student disruptive behavior. Psychology in the Schools, 51, 567–580. https://doi.org/10.1002/pits.21768

Gunter

P. L.

Jack

S. L.

Shores

R. E.

Carrell

D. E.

Flowers

(1993). Lag sequential analysis as a tool for functional analysis of student disruptive behavior in classrooms. Journal of Emotional and Behavioral Disorders, 1, 138–149. https://doi.org/10.1177/106342669300100301

Hamre

B. K.

Pianta

R. C.

(2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638. https://doi.org/10.1111/1467-8624.00301

Hattie

(2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Hattie

Timperley

(2007). The power of feedback. Review of Educational Research, 77, 81–112. https://doi.org/10.3102/003465430298487

10.

Hirn

R. G.

Scott

T. M.

(2014). Descriptive analysis of teacher instructional practices and student engagement among adolescents with and without challenging behavior. Education and Treatment of Children, 37, 589–610. https://doi.org/10.1353/etc.2014.0037

11.

Hitz

Driscoll

(1988). Praise or encouragement? New insights into praise: Implications for early childhood teachers. Young Children, 43, 6–13.

12.

Holcombe

Wolery

Werts

M. G.

Hrenkevich

(1993). Effects of instructive feedback on future learning. Journal of Behavioral Education, 3, 259–285. https://doi.org/10.1007/BF00961555

13.

Kirby

F. D.

Shields

(1972). Modification of arithmetic response rate and attending behavior in a seventh-grade student. Journal of Applied Behavior Analysis, 5, 79–84. https://doi.org/10.1901/jaba.1972.5-79

14.

Kluger

A. N.

DeNisi

(1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284. https://doi.org/10.1037/0033-2909.119.2.254

15.

Lam

S.-F.

Yim

P.-S.

Y.-I.

(2008). Is effort praise motivational? The role of beliefs in the effort–ability relationship. Contemporary Educational Psychology, 33, 694–710. https://doi.org/10.1016/j.cedpsych.2008.01.005

16.

McAllister

L. W.

Stachowiak

J. G.

Baer

D. M.

Conderman

(1969). The application of operant conditioning techniques in a secondary school classroom. Journal of Applied Behavior Analysis, 2, 277–285. https://doi.org/10.1901/jaba.1969.2-277

17.

McLeskey

Barringer

M.-D.

Billingsley

Brownell

Jackson

Kennedy

M. J.

. . . Ziegler

(2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.

18.

Oakes

W. P.

Lane

K. L.

Menzies

H. M.

Buckman

M. M.

(2018). Instructional feedback: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, 27, 168–174. https://doi.org/10.1177/1074295618799354

19.

O’Connor

E. E.

Dearing

Collins

B. A.

(2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48, 120–162. https://doi.org/10.3102/0002831210365008

20.

Royer

D. J.

Lane

K. L.

Dunlap

K. D.

Ennis

R. P.

(2019). A systematic review of teacher-delivered behavior-specific praise on K–12 student performance. Remedial and Special Education, 40, 112–128. https://doi.org/10.1177/0741932517751054

21.

Scott

T. M.

(2017). Teaching behavior: Managing classrooms through effective instruction. Corwin Press.

22.

Scott

T. M.

Alter

P. J.

Hirn

(2011). An examination of typical classroom context and instruction for students with and without behavioral disorders. Education and Treatment of Children, 34, 619–641. https://doi.org/10.1353/etc.2011.0039

23.

Scott

T. M.

Hirn

R. G.

Cooper

J. T.

(2017). Classroom success: Instructional behaviors are key for student achievement. Rowman & Littlefield.

24.

Shute

V. J.

(2008). Focus on formative feedback. Review of Educational Research, 78, 153–189. https://doi.org/10.3102/0034654307313795

25.

Simonsen

Fairbanks

Briesch

Myers

Sugai

(2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380.

26.

Singh

N. N.

(1990). Effects of two error correction procedures on oral reading errors: Word supply versus sentence repeat. Behavior Modification, 14, 188–199. https://doi.org/10.1177/01454455900142005

27.

Singh

N. N.

Singh

(1986). Increasing oral reading proficiency: A comparative analysis of drill and positive practice overcorrection procedures. Behavior Modification, 10, 115–130. https://doi.org/10.1177/01454455860101007

28.

Sutherland

K. S.

Wehby

J. H.

Copeland

S. R.

(2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8, 2–8. https://doi.org/10.1177/106342660000800101

29.

Tullis

C. A.

Frampton

S. E.

Delfs

C. H.

Greene

Reed

(2019). The effects of instructive feedback and stimulus equivalence procedures on group instructional outcomes. Journal of Behavioral Education. Advance online publication. https://doi.org/10.1007/s10864-019-09349-2

30.

Van Acker

Grant

S. H.

Henry

. (1996). Teacher and student behavior as a function of risk for aggression. Education and Treatment of Children, 19, 316–334.

31.

Waack

(2018). Hattie ranking: 252 influences and effect sizes related to student achievement. https://visible-learning.org

32.

Wehby

J. H.

Symons

F. J.

Canale

J. A.

F. J.

(1998). Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies between recommendations and observations. Behavioral Disorders, 24, 51–56. https://doi.org/10.1177/019874299802400109

33.

Werts

M. G.

Wolery

Gast

D. L.

Holcombe

(1996). Sneak in some extra learning by using instructive feedback. Teaching Exceptional Children, 28, 70–71. https://doi.org/10.1177/004005999602800315

34.

Wolery

Cybriwsky

C. A.

Gast

D. L.

Boyle-Gast

(1991). Use of constant time delay and attentional responses with adolescents. Exceptional Children, 57, 462–474. https://doi.org/10.1177/001440299105700509

35.

Wolery

Holcombe

Werts

M. G.

Cipollone

R. M.

(1993). Effects of simultaneous prompting and instructive feedback. Early Education and Development, 4, 20–31. https://doi.org/10.1207/s15566935eed0401_2

Acknowledging Student Behavior: A Review of Methods Promoting Positive and Constructive Feedback

Abstract

Keywords

Get full access to this article

References