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Child Gender and Challenging Behavior Influences Early Childhood Teachers' Use of Behavior Specific Praise

Authors :
Kristen L. Granger
Melissa Washington-Nortey
Jason C. Chow
Michael D. Broda
Alexandra Montesion
Kevin S. Sutherland
Maureen A. Conroy
Source :
Psychology in the Schools. 2024 61(12):4688-4704.
Publication Year :
2024

Abstract

This study used data from 435 teacher-child dyads in early childhood classrooms to examine the extent to which teachers' use of behavior specific praise (BSP) with children screened for elevated rates of externalizing behaviors was influenced by the intensity of child challenging behavior and gender. Observational assessments indicated that teachers used BSP infrequently. A multiple regression model revealed a significant association between the interaction of child challenging behavior and gender and teachers' delivery of BSP. An examination of the simple slopes revealed a disordinal interaction where the relation between challenging behavior and teachers' delivery of BSP differed as a function of child gender. These findings point to an increased need for training to support teachers' use of BSP and understanding of the influence of child gender and behavior on the use of BSP.

Details

Language :
English
ISSN :
0033-3085 and 1520-6807
Volume :
61
Issue :
12
Database :
ERIC
Journal :
Psychology in the Schools
Publication Type :
Academic Journal
Accession number :
EJ1447502
Document Type :
Journal Articles<br />Reports - Research
Full Text :
https://doi.org/10.1002/pits.23306