This article provides a conceptual framework for using fixed-interval praise delivery in the educational setting. Fixed-interval praise delivery can be conceptualized as an antecedent-based strategy that disrupts the natural behavior to contingency relationship in a four-term contingency model (Establishing operation–Antecedent–Behavior–Consequence). Historically, teachers are trained to deliver praise as a consequence-based practice (i.e., contingently). This article describes how teachers can also use praise on a fixed interval as an antecedent-based practice. When praise is delivered on a fixed-interval schedule, educators directly manipulate the level of praise delivered to maintain or increase appropriate student behavior. Using praise as an antecedent-based strategy has the potential to establish and maintain high-quality student–teacher relationships, which positively impacts student behavior. Practical, applied examples and discussion of fixed-interval praise delivery are provided.

中文翻译：

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将固定间隔赞美传递概念化

本文为在教育环境中使用固定间隔表扬提供了一个概念框架。固定间隔表扬可以被概念化为一种基于前因的策略，在四项权变模型（建立操作-前因-行为-后果）中破坏自然行为与权变关系。从历史上看，教师接受的培训是将表扬作为基于结果的实践（即，偶然）。本文介绍了教师如何也可以将固定间隔的表扬作为基于前因的练习。当以固定时间间隔进行表扬时，教育工作者会直接操纵表扬的程度来维持或增加适当的学生行为。将表扬作为基于前因的策略有可能建立和维持高质量的师生关系，从而对学生的行为产生积极影响。提供了固定间隔赞美传递的实际应用示例和讨论。