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Comparing Different Forms of Praise as Reinforcers for Academic Behavior with Adolescent Students
Lara, Ashleigh Elizabeth
Lara, Ashleigh Elizabeth
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Abstract
The use of praise as a functional reinforcer is a ubiquitous tool for motivating students in a way that does not require monetary resources and can be accessible to all schools and students. However, use of praise has been shown to decrease as students increase in age under the misconception that adolescent students do not value praise from their teachers. Praise preference survey results conducted strictly within the adolescent population have shown that adolescents report that they do not receive enough praise, they value praise from teachers, and that they prefer praise to be delivered in specific ways. The purpose of the current study was to extend previous praise survey literature by using the results from praise reinforcement surveys to construct a package of contingent praise unique for each student participant, and to assess whether these unique praise packages functioned as reinforcers in increasing the future probability of specific academic behaviors. The participants completed an online version of the Adolescent Preference for Praise Survey (APPS), and those preferences were then used as contingent consequences in an alternating treatments design across two praise conditions. The overall results were mixed in that not every participant increased learning on the task using the high preferred praise. Results were discussed in terms of assessment of potential reinforcement and methods for determining subsequent efficacy.
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2024-01-01
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University of Kansas
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This item contains archived web content.
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Lara_ku_0099M_19710.pdf
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- Embargoed until 2174-05-31
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Keywords
Behavioral sciences, adolescents, praise, preference assessment, preference survey, reinforcer assessment, social validity survey