%0 Journal Article
%T A Systematic Review of Teacher
%A David J. Royer
%A Kathleen Lynne Lane
%A Kristin D. Dunlap
%A Robin Parks Ennis
%J Remedial and Special Education
%@ 1538-4756
%D 2019
%R 10.1177/0741932517751054
%X Behavior-specific praise (BSP) is a core component of many positive behavioral interventions and supports at each level of prevention, often used to increase student academic outcomes and/or reduce inappropriate behavior. We conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for Exceptional Children (CEC) quality indicators and standards to determine whether BSP can be considered an evidence-based practice (EBP). Included articles (N = 6) investigated BSP delivered by a classroom teacher in K¨C12 traditional school-based settings with academic and/or behavioral student outcome measures. Findings indicated using BSP increased student time on task, decreased inappropriate behaviors, and reduced student tardiness. All studies met our 80% weighted coding criterion. We concluded BSP can be categorized as a potentially EBP based on CEC guidelines. Limitations and directions for future inquiry are presented
%K behavior-specific praise
%K Ci3T
%K low-intensity strategies
%K PBIS
%K quality indicators
%U https://journals.sagepub.com/doi/full/10.1177/0741932517751054