Abstract The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students’ disruptive and off-task behavior as well as prevent students’ problem behaviors from occurring. The results of 28 single-case studies examining the effectiveness of training teachers to increase their use of behavior-specific praise were synthesized in this meta-analysis. Overall results suggest that praise training produced a strong effect (Tau-U = 0.85) at increasing teachers’ use of behavior-specific praise. Limitations, implications, and future directions of the findings are discussed.

中文翻译：

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培训教师提高行为特定的赞美：一项荟萃分析

摘要这项研究的目的是综合文献资料，以支持培训教师使用行为特有的表扬，这是一种用于减少学生的破坏性和任务外行为并防止学生的问题行为发生的策略。这项荟萃分析综合了28项个案研究的结果，这些研究考察了培训教师提高他们对特定行为赞美的使用的有效性。总体结果表明，表扬培训在增加教师对行为特定表扬的使用方面产生了很强的效果（Tau-U = 0.85）。讨论的局限性，含义和未来方向。