Behavior-Specific Praise
Tip Sheet
This guide was produced by the Tennessee Behavior Supports Project at Vanderbilt University.
This tip sheet was authored by Justine B. Katzenbach, Brooke C. Shuster, Becky H. Shafer, Blair P.
Lloyd, and Erik W. Carter. For more information, visit [Link]
What is Behavior- time on-task, instructional time, and correct responses.5 A teacher’s use of BSP
may decrease the time spent correcting inappropriate behavior. This can build
Specific Praise? a more positive classroom climate as the teacher brings attention to desired
behaviors and makes class-wide expectations clearer.
ehavior-specific praise
B (BSP) is an evidence-
When is BSP most effective?
based classroom
management practice that can BSP is most effective when it is immediate, sincere, and nonjudgmental.
improve student behavior by Though BSP is particularly rewarding for students who are motivated by adult
providing specific acknowledg- attention, it can be instructive and build confidence for all students. BSP will
ment of appropriate behavior.1 also be most effective when it is delivered in a way that matches student
Praise can be a powerful tool for preferences. For example, some students respond better to public praise (e.g.,
improving students’ academic and statements made in front of the class), while other students respond better to
social outcomes, while also improv- private praise (e.g., one-on-one acknowledgment in the hall).
ing classroom climate.2 Praise is
frequently categorized as general
or behavior-specific. The most
How do I make BSP statements?
effective form is behavior-specific The format “Student + Effort + Outcome” can be used for BSP statements. This
praise (BSP), when a teacher is described below:
verbally acknowledges a specific
academic or social behavior.3
By consistently acknowledging
appropriate behavior, teachers can
increase the likelihood students will
demonstrate this same behavior in
the future.4
When used effectively, BSP is a Step Task Example
nonintrusive strategy for increasing
1 Identify the student by name. “Megan …”
Acknowledge the student’s “Megan, you did a great job
BSP is… 2 effort by referencing a showing work on each problem
specific behavior. …”
• Nonjudgmental
• Specific Identify the outcome or “Megan, you did a great job show-
• Sincere and credible potential results. ing your work on each problem.
3
I can tell you worked through
• Delivered immediately
every step on your own.”
1
Examples of BSP
Helpful Tips
Though BSP is helpful for students of all ages, it might look and sound different by
grade level. Below are examples and non-examples of BSP across elementary and Tally the number of praise
secondary school levels.6 statements you make during
an instructional activity and
set a goal for increasing the
Elementary examples of BSP Secondary examples of BSP frequency of BSP. Research
“Jenny, I like the way you walked calmly “Clarence, you have been keeping up indicates that 6 praise state-
and quietly into our classroom. This with your algebra homework every night. ments every 15 minutes is an
helps us start our lesson faster!” This is going to improve your grade!” appropriate goal.9
“Lucy, you’ve been answering every Use a grade book or roster to
“Sam, excellent work getting your
question in class. You’re going to do track the number of students
materials out. You are ready to learn.”
great on today’s test.” who receive BSP during an
“LeShon, you have been listening and instructional activity. Set a goal
“John, I like how you are taking your for increasing the distribution
following directions during class. This
time. This helps avoid mistakes!” of BSP across students.
helps us all learn more.”
Use written prompts to remind
Non-examples of BSP yourself of your goals (e.g., on
“Good work!” post-its or in lesson plans).10
“Excellent effort!”
“John isn’t talking, unlike the rest of the class. Good job, John.” When identifying students who
“Try those problems again.” may benefit from BSP, think
also of students who seem to
seek your attention through
Using BSP in the Classroom: inappropriate behavior. BSP
Generally, BSP is more successful when combined with strong and consistent may be a helpful strategy for
classroom expectations and procedures. Clear expectations will help you know them to access your atten-
which behaviors are worth reinforcing. To do this, first consider the behaviors you tion while encouraging more
would like to see in your classroom (e.g., cooperative partner-work, listening to the appropriate behavior.
speaker).7 If applicable, it may be helpful to refer back to the school-wide expecta-
tions when developing this list. Write down a list of behaviors that may help create
a positive classroom climate (e.g., raise your hand to participate, ask and answer
questions). You can post these behaviors around your classroom to help remind you
of what to look for and communicate to your students of what desirable behavior
Graphic services supported in part by EKS NICHD Grant
looks like. Use this list of behaviors to notice and acknowledge appropriate student U54 HD083211 to the Vanderbilt Kennedy Center for
Research on Human Development. [Link]
behavior.
For Further Reading behavior of students with 3
Brophy, J. (1981). On praising 9
Myers, D.M., Simonsen, B.,
[Link]/ EBD. Journal of Emotional and effectively. Elementary School & Sugai, G. (2011). Increasing
behavioral-interventions/ Behavioral Disorders, 1, 2-9. Journal, 81, 269-278. teachers’ use of praise with
motivation/teacher-praise- a response-to-intervention
2
Villeda, S. T., Shuster, B. Brophy, J. (1981).
4
approach. Education and
efficient-tool-motivate-students
C., Magill, L., & Carter, E. W. Treatment of Children, 34, 35-39.
(2014). Behavior-specific praise Ibid.
5
Endnotes
1
Sutherland, K. S., Wehby, J. H., in the classroom. Retrieved Villeda et al., (2014).
6
10
Villeda et al., (2014).
& Copeland, S. R. (2000). Effect from [Link].
of varying rates of behavior- edu/assets/files/resources/ Ibid.
7
specific praise on the on-task [Link]
Ibid.
8