The present study sought to evaluate the effects of two reinforcement contingencies on the use of behavior specific praise in the classroom setting. An alternating treatments design was used to rapidly evaluate the effects of both an independent and interdependent paired contingency to increase frequency of behavior specific praise delivery. Four general education elementary school teachers and their students participated. Teachers’ use of behavior specific and general praise, as well as, behavior specific and general reprimands were evaluated during baseline and treatment phases. Data were also collected on students’ levels of academic and disruptive behaviors. Both the independent and interdependent conditions resulted in higher frequencies of behavior specific praise and reduced use of reprimands, both general and behavior specific. Student levels of academic behavior increased while disruption decreased across both contingencies. Results of the present study are discussed in terms of related literature and implications for applied practice.
","abstract_html":"<p>The present study sought to evaluate the effects of two reinforcement contingencies on the use of behavior specific praise in the classroom setting. An alternating treatments design was used to rapidly evaluate the effects of both an independent and interdependent paired contingency to increase frequency of behavior specific praise delivery. Four general education elementary school teachers and their students participated. Teachers’ use of behavior specific and general praise, as well as, behavior specific and general reprimands were evaluated during baseline and treatment phases. Data were also collected on students’ levels of academic and disruptive behaviors. Both the independent and interdependent conditions resulted in higher frequencies of behavior specific praise and reduced use of reprimands, both general and behavior specific. Student levels of academic behavior increased while disruption decreased across both contingencies. Results of the present study are discussed in terms of related literature and implications for applied practice.</p>","abstract_has_math":false,"creators":["Eaves, Ashleigh E."],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Keith C. Radley, III","Brad A. Dufrene","Joe Olmi"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-05-01T07:00:00Z","date_published":"2018-05-01T07:00:00Z","updated_at":"2026-07-24T05:44:50Z","subjects":["behavior specific praise","group contingency","teacher reinforcement"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/354","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Keith C. Radley, III","Brad A. Dufrene","Joe Olmi"]},{"key":"dc:creator","label":"Author","values":["Eaves, Ashleigh E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-03-27T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["behavior specific praise","group contingency","teacher reinforcement"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/354"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The present study sought to evaluate the effects of two reinforcement contingencies on the use of behavior specific praise in the classroom setting. An alternating treatments design was used to rapidly evaluate the effects of both an independent and interdependent paired contingency to increase frequency of behavior specific praise delivery. Four general education elementary school teachers and their students participated. Teachers’ use of behavior specific and general praise, as well as, behavior specific and general reprimands were evaluated during baseline and treatment phases. Data were also collected on students’ levels of academic and disruptive behaviors. Both the independent and interdependent conditions resulted in higher frequencies of behavior specific praise and reduced use of reprimands, both general and behavior specific. Student levels of academic behavior increased while disruption decreased across both contingencies. Results of the present study are discussed in terms of related literature and implications for applied practice.
"]},{"key":"dc:title","label":"Title","values":["Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise"]}]}],"canonical_facts":{"dc:contributor":["Keith C. Radley, III","Brad A. Dufrene","Joe Olmi"],"dc:creator":["Eaves, Ashleigh E."],"dc:date.available":["2018-03-27T07:00:00Z"],"dc:description.abstract":["The present study sought to evaluate the effects of two reinforcement contingencies on the use of behavior specific praise in the classroom setting. An alternating treatments design was used to rapidly evaluate the effects of both an independent and interdependent paired contingency to increase frequency of behavior specific praise delivery. Four general education elementary school teachers and their students participated. Teachers’ use of behavior specific and general praise, as well as, behavior specific and general reprimands were evaluated during baseline and treatment phases. Data were also collected on students’ levels of academic and disruptive behaviors. Both the independent and interdependent conditions resulted in higher frequencies of behavior specific praise and reduced use of reprimands, both general and behavior specific. Student levels of academic behavior increased while disruption decreased across both contingencies. Results of the present study are discussed in terms of related literature and implications for applied practice.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/354"],"dc:subject":["behavior specific praise","group contingency","teacher reinforcement"],"dc:title":["Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:44:50Z"}