Behavioural Specific Praise
First of all, praise is to make worthy comment or to express approval. Praise can be general or specific. For behavioural specific praise, it specifically addresses the positive behaviour that the student displays. Behavioural specific praise is use to comment or express approval of the area that the student display is acceptable and/or expected from him or her. Behavioural specific praise can be an effective tool in managing students with behavioural issues, especially young children who seek recognition from the adults. Young children may display undesirable behaviours to attract attention. In order to avoid setting off or the escalation of undesirable behaviours, teachers may decrease instructional interaction, which may cause a possibility
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A baseline assessment was conducted for five days where the teacher used the behaviour specific praise statements before the intervention starts. The purpose of the baseline was to serve as a benchmark for examining what are the changes in the child’s aggressive behaviour, participation and engagement triggered by the intervention. The intervention assessment used the Antecedent-Behaviour-Consequence descriptive method to record the occurrence of dependent variables in each session of twenty minutes and the observations were kept as anecdotal records. The participants of the assessment were Mona the teacher and Tich the student with aggressive behaviour. Before the intervention assessment, Mono was given the result of the baseline assessment and been told about the potential influences of behavioural specific praise on students with behavioural issues. Based on the baseline assessment and discussion with Mona, two conditions were set for this assessment, namely, to start with at least two behavioural specific praise statements and a target to six statements per session. Support and reminder were given to Mona before the session and feedback was given after the session. The results reflected that with the increment of behavioural specific praise statements and decrement of reprimands, the child has
A baseline assessment was conducted for five days where the teacher used the behaviour specific praise statements before the intervention starts. The purpose of the baseline was to serve as a benchmark for examining what are the changes in the child’s aggressive behaviour, participation and engagement triggered by the intervention. The intervention assessment used the Antecedent-Behaviour-Consequence descriptive method to record the occurrence of dependent variables in each session of twenty minutes and the observations were kept as anecdotal records. The participants of the assessment were Mona the teacher and Tich the student with aggressive behaviour. Before the intervention assessment, Mono was given the result of the baseline assessment and been told about the potential influences of behavioural specific praise on students with behavioural issues. Based on the baseline assessment and discussion with Mona, two conditions were set for this assessment, namely, to start with at least two behavioural specific praise statements and a target to six statements per session. Support and reminder were given to Mona before the session and feedback was given after the session. The results reflected that with the increment of behavioural specific praise statements and decrement of reprimands, the child has