With specific praise, the instructor provides specific feedback concerning noticed student’s success, letting the student know precisely what was correctly done as well as praising the student’s progress. Both verbal and written specific praise is an essential tool for educators. When specific praise is effectively utilized in a classroom setting it significantly improves the social and academic performance of students. Moreover, it substantially enhances the classroom climate. Research has indicated that the use of specific praise, be it verbal or written is an effective technique that increases student’s proper behaviour in the classroom.
Furthermore, increased specific praise in teachers facilitates academic results for students. When implemented consistently and correctly specific praise increases instructional time, correct educational responses as well as on-task behaviours. Besides, effectively applied specific praise minimizes the time spent by the instructor on correcting unsuitable student’s actions. This facilitates generation more positive as well as productive students, whereby the students understand the behavioural expectations. Specific praise also forms a base of a student’s confidence as they develop a feeling of motivation from their actions and accomplishments. Generally, specific praise assists students to differentiate between correct and wrong responses and understand how to carry on with success.
Although non-specific, general praise can be of strengthening benefit for some students, specific praise is more effective towards student’s behaviour. This is because specific praise, either in verbal or written form provides students with the concrete, positive feedback which indicates approval of academic or social behaviour. Also, specific praise is an evidence-grounded classroom management technique that lets students understand exactly what they are doing correctly, unlike general praise. Besides, specific praise can be integrated into numerous instructional setting. For instance, a student can be praised for queueing quietly in a cafeteria while waiting for food, and also in the library for reading quietly for themselves.
According to (), choice-making strategies are effective in minimizing problem behaviour and improving task engagement. As a preventive intercession, choice-making allows students to be involved in activities, including the ones that are less preferred or non-preferred. Choice-making strategies increase the active participation of student’s with autism. For instance, providing choice-making chances to demonstrate successful results in the management of problem behaviour continuously. Instructs use various options of choice to encourage the performance of students. For instance, if a student has an opportunity in choosing preferred rewards, a target behaviour is likely to develop.
Contingent instructions are utilized by teachers to interrupt misbehaviours by the students in the classroom. At the same time, the instructor reduces to a minimum the attention the student acquires when misbehaving or when off-task. In the contingent instruction strategy, the teacher applies a “STOP” statement; for instance, “James, stop talking.” The teacher may conclude by praising the student for obeying the request, for example, “James, thank you for doing your best in completing your assignment.” By doing so, the instructor draws the student’s attention and becomes attentive in the classroom.
Teachers use Criterion-specific rewards for managing classroom behaviours. The different types of criterion-specific rewards that students may receive are activities or social rewards, tangible incentives and privileges. Activity rewards enable students to interact with the companion of their choice. These rewards include offering students with conversational free time. Activities rewards support naturally occurring events within the classroom. On the other hand, privilege rewards include delightful activities that students realize motivating. They are used with a wide variety of students. They include listening to music and homework pass. Moreover, tangible rewards are objects or edibles that are valued and liked by students. They are easy to provide and effective, particularly with hard-to-do student’s behaviours. These rewards include stationery and bottled water.