The Importance Of Specific Rewards

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Specific Praise. Specific praise includes verbal or written statements to a student that recognize a desired or correct behavior. Praise can function as a tool for instruction and for increasing social and academic behaviors. To be effective, the student must view the attention provided through praise as pleasurable or motivational (Curran, 2017). Specific praise promoted more on‐task behavior than positive praise and significantly increased academic self‐concept (Bizo, 2004). Offering specific praise will help Sam because it sends a message that the teacher is aware of the effort he is putting into staying on task. As time goes on, Sam will desire the teacher’s positive statements. He understands that the statements are the result of him remaining on task and reaching his six-week goal. Sam will also develop an understanding of how to meet the teacher’s expectation. In the end, Sam will mature and advance in his academics. As he matures, the need for constant specific praise will become unnecessary. The added benefit of specific praise is to the teacher. The high levels of stress and emotional exhaustion while attempting to teach in the classroom with Sam will diminish as he progresses. Criterion-Specific Rewards. Criterion-specific rewards can be used as part of a proactive intervention for managing classroom behavior. Students may earn criterion-specific rewards such as activities, privileges, and tangible incentives after the occurrence of an identified target

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