Conceptualizing Fixed-Interval Praise Delivery. (November 2020)

• Record Type: Journal Article
• Authors: Floress, Margaret T.; Cates, Gary L.; Poirot, Kelly E.; Estrada, Nicole J.
• Is Part Of: Intervention in school and clinic. Volume 56:Number 2(2020)
• Page Start: 84
• Page End: 91
• Publication Date: 2020-11
• Subjects: antecedent-based strategies -- fixed-interval praise delivery -- multitiered systems of support -- praise -- teacher praise; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451220914889
• Languages: English
• ISSNs: 1053-4512

Abstract

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.