Comparing the Implementation of Behavior Specific Praise in Differentiated Classroom Settings
Location
Ballroom
Session Format
Presentation
Abstract
Classroom management can be challenging for educators, particularly in differentiated classrooms that include diverse academic and behavioral needs. Research has demonstrated that behavior-specific praise (BSP) is an evidence-based practice that improves student behavior and increases academic engagement. However, there remains a disconnect between research findings and the actual application of evidence-based classroom management strategies. The purpose of this study was to examine how BSP was implemented across instructional contexts and analyze how consistently praise statements aligned with desired behaviors in differentiated classrooms.
While interning in a differentiated classroom setting, I observed the implementation of BSP and how its use varied based on students’ academic needs. This study focused on a fourth-grade teacher observed during large-group instruction in ELA, Reading, and Social Studies to examine BSP in a classroom serving general education, special education, and English language learner students. The methodology included observations of 30–45 minutes of instruction, documenting both the frequency and accuracy of praise statements. A tally system was used to record frequency and accuracy, while detailed notes captured the context and content of praise to confirm alignment with the operational definition of BSP.
This study, conducted by an undergraduate special education teacher candidate, seeks to identify strategies to strengthen BSP use in differentiated classrooms and promote equitable support for all learners. Findings are expected to help close the research-to-practice gap by offering practical guidance for teachers and supporting equitable classroom management practices that foster student success.
Keywords
BSP, student motivation, pre-service teachers, elementary and special education, opportunties to respond
Professional Bio
Raven Collins is a senior at Georgia Southern University, majoring in Elementary and Special Education with a minor in Mental Health. She has experience supporting diverse learners in general and special education settings, including English language learners. With a passion for inclusive education and mental health advocacy, Raven is committed to fostering equitable, supportive classrooms that promote both academic achievement and social-emotional growth.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Collins, Raven, "Comparing the Implementation of Behavior Specific Praise in Differentiated Classroom Settings" (2026). Georgia Educational Research Association Conference. 55.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/55
Comparing the Implementation of Behavior Specific Praise in Differentiated Classroom Settings
Ballroom
Classroom management can be challenging for educators, particularly in differentiated classrooms that include diverse academic and behavioral needs. Research has demonstrated that behavior-specific praise (BSP) is an evidence-based practice that improves student behavior and increases academic engagement. However, there remains a disconnect between research findings and the actual application of evidence-based classroom management strategies. The purpose of this study was to examine how BSP was implemented across instructional contexts and analyze how consistently praise statements aligned with desired behaviors in differentiated classrooms.
While interning in a differentiated classroom setting, I observed the implementation of BSP and how its use varied based on students’ academic needs. This study focused on a fourth-grade teacher observed during large-group instruction in ELA, Reading, and Social Studies to examine BSP in a classroom serving general education, special education, and English language learner students. The methodology included observations of 30–45 minutes of instruction, documenting both the frequency and accuracy of praise statements. A tally system was used to record frequency and accuracy, while detailed notes captured the context and content of praise to confirm alignment with the operational definition of BSP.
This study, conducted by an undergraduate special education teacher candidate, seeks to identify strategies to strengthen BSP use in differentiated classrooms and promote equitable support for all learners. Findings are expected to help close the research-to-practice gap by offering practical guidance for teachers and supporting equitable classroom management practices that foster student success.
