Assessing preference for stimuli has been shown to be of value when determining potential reinforcers for individuals with disabilities. Researchers have found that preference for forms of social interaction can be identified for persons with disabilities. Furthermore, these same social interactions can be used as reinforcers for these same persons. This study conceptualized different languages as different types of social interactions. Assessing preference for languages may be of use to identify forms of social reinforcement that can be used with English Language Learners (ELLs) with disabilities. Identifying reinforcers may be of value for this population to inform how to structure language supports in their environment. Five ELLs with disabilities between the ages of 10 and 17 years old participated in the study. We conducted a paired-stimulus preference assessment for specific language praise statements in English and Spanish to determine the language in which the participants preferred praise. Following the preference assessment, we conducted a concurrent-chains reinforcer assessment to determine reinforcing efficacy of praise in each language. We found two of five participants preferred Spanish praise to English praise. Three of five participants’ preference was undifferentiated between Spanish and English praise. For four of the five participants praise in different languages functioned as a reinforcer. All participants’ preference assessments predicted, to a degree, the results of their reinforcer assessments. From these results we concluded our paired stimulus preference assessment was effective for evaluating preference for different types of praise. Preference was also indicative of reinforcing efficacy of praise.

Students tend to choose a field of study in which they believe they possess the most skills by comparing their performance across different domains, such as math and English. These intraindividual comparisons between domains are known as dimensional comparisons (Möller & Marsh, 2013). There are individual differences in dimensional comparisons, such that some students engage in stronger comparisons than others do, yet few studies have examined the sources of these individual differences. In addition to objective performance, students sometimes also receive subjective feedback (e.g., praise) from parents and teachers. However, it is unknown whether and how this feedback influences dimensional comparisons to shape students’ domain-specific motivational beliefs. Therefore, we first examined whether theories of intelligence (TOIs) moderated dimensional comparison processes in different age groups in two studies. We then investigated whether receiving disproportionate praise in different domains affected students’ domain-specific motivational beliefs. Results showed that incremental TOI moderated math grades’ relation to verbal competence self-concepts in 10th and 11th graders (N = 140). It also moderated verbal grades’ relation to verbal intrinsic values in 1st- to 5th-year college students (N = 136). However, we did not find such moderations in other age groups. Regarding the praise manipulation, 7th to 9th graders (N = 108) showed heightened verbal competence self-concepts after receiving praise on either math or verbal performance. First- to fifth-year college students also showed increased verbal intrinsic values after receiving praise on verbal performance. TOI moderated students’ responses to praise manipulations. These studies shed light on students’ development of domain-specific motivational beliefs and inspire future research. / Psychology

Praise has been found to be an effective promoter of positive school and classroom environments and is used commonly by school adults to promote positive behavior among students. Praise can be given using many different methods; the method studied in this research project was praise notes. As part of a school-wide Positive Behavior Support program, faculty and staff from an elementary school were encouraged to write praise notes to students, identifying targeted positive behaviors. Over a 2-year time period, 2,839 notes were collected, examined for the content of the praise, and further examined according to recipient's gender. This study of praise notes was completed to determine if school adults provided more praise notes or different types of praise to male and female students. The findings showed that the school adults at the research setting were gender fair in the praise that they gave. They did not praise one gender more than would be expected, given the population; however, males were praised more than females in two areas: responsibility and cleaning. It appears from this population that school adults may have praised students for non-typical gender behaviors in order to promote positive behavior in their classrooms and school.

While It's Still Morning is a collection of lyric poems exploring themes of love, gratitude, and praise. The critical essay introducing the collection discusses possible pitfalls of this genre of poetry and how I've sought to avoid them. It also details qualities often present in my favorite poems (surprise, particularity, strangeness, tension, attention, allusion) and ways in which I've striven to create these qualities in my own poetry.

Effective classroom management may be one of the most important skills a teacher can possess. However, many teachers begin their careers lacking the expertise required to run a classroom to maximize the potential for student academic success. With the addition of legislation such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, teachers have become increasingly accountable for the academic achievement of their students. Numerous studies have found a direct link between effective classroom management skills and higher academic achievement of students (Oliver & Reschly, 2007; Gresham, 2009; Wenglinsky, 2002; Strong, Ward & Grant, 2011). Teacher praise for appropriate student behavior has been proven to be an effective classroom management strategy (Villeda, Shuster, & Carter, 2016). The current study examined the effect of two types of consultation (i.e., consultation only and consultation with performance feedback) on increasing teacher’s skill levels in the use of behavior specific praise in an effort to decrease student disruptions in the classroom. A multiple baseline A/B/B+C/ Follow-up design was used to determine the effectiveness of the two consultation methods. Results indicated that both consultation methods increased the teachers’ praise to correction ratios and reduced the frequency of students’ disruptive behavior. Implications of the study and future directions are discussed.

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The growing strength-based approach to the assessment and intervention of students' social and emotional learning competencies has significant implications for the practice of behavioral consultation in school settings (Zins & Elias, 2007). The current research study utilized four separate multiple baseline case studies across students in order to evaluate the effects of behavioral interventions developed in accordance with either a traditional model of behavioral consultation (Bergen & Kratochwill, 1990), or a proposed strength-based model of behavioral consultation, developed in accordance with the tenets of strength-based assessment as described in Epstein et al. (2003). Dependent variables of interest across both models of consultation included direct observations of student on-task behavior and frequency counts of teachers' use of general praise, behavior specific praise and reprimand statements during specified observational periods. Estimates of social validity regarding teachers' perceptions of the acceptability, effectiveness and feasibility of the interventions developed through both types of consultation were also obtained at the conclusion of each intervention. Results indicated that while behavioral interventions implemented across both models of consultation led to positive improvements in student on-task behaviors and increases in teachers' use of general praise and behavior specific praise statements, teachers engaged in interventions developed through the strength-based model of behavioral consultation had significantly higher rates of behavior specific praise than they did when implementing interventions through the traditional behavioral model. This study adds to the existing literature by providing a detailed description and theoretical blueprint for future researchers regarding how to integrate the growing strength-based movement of assessment and intervention with school-based behavioral consultation initiatives in order to improve the social, emotional and behavioral competencies of individual students, as well as facilitate the establishment and maintenance of positive teacher-student interactions in the classroom setting. / School Psychology

The study sets to establish trends with regard to the role of the praise singer, the changes with regard to the traditional praise singer's rendition/performance and the material or content of his/her poetry. Thus the study highlights the distinction observed between the praise singer of the past and the present praise singer. The study also shows that the praise singer's performance, in terms of his/her role and content, is in the state of flux. The study also demonstrates that the singer of the past and the present praise singer have the same role and their chants or poetry or songs have the same effect. It also highlights situations where praises are chanted in modern times. These are graduation ceremonies, weddings, political gatherings and traditional ceremonies, for example, the annual rain making ceremonies. These events or occasions are inextricably linked to traditional praises. The study also highlights the fact that traditional praises present the history and heroic deeds of members of the clan to which the beneficiary belongs. They also express the deep feeling of royalty and loyalty. Like in the past they boost morale. / African Languages / M.A. (African Languages)

The study sets to establish trends with regard to the role of the praise singer, the changes with regard to the traditional praise singer's rendition/performance and the material or content of his/her poetry. Thus the study highlights the distinction observed between the praise singer of the past and the present praise singer. The study also shows that the praise singer's performance, in terms of his/her role and content, is in the state of flux. The study also demonstrates that the singer of the past and the present praise singer have the same role and their chants or poetry or songs have the same effect. It also highlights situations where praises are chanted in modern times. These are graduation ceremonies, weddings, political gatherings and traditional ceremonies, for example, the annual rain making ceremonies. These events or occasions are inextricably linked to traditional praises. The study also highlights the fact that traditional praises present the history and heroic deeds of members of the clan to which the beneficiary belongs. They also express the deep feeling of royalty and loyalty. Like in the past they boost morale. / African Languages / M.A. (African Languages)

Thesis (MTh)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: In the rites of Christian worship, various aspects are operated, and some of them seem to have opposite attributes that cannot exist at the same place and be performed at the same time. Since all the aspects are so important to worship, we cannot over-stress or exclude either one of them. The relationships between the aspects being confronted with cause tensions in worship. The aim of this thesis is to synthesize these tensions, esp. concerning fear and hospitality in worship. Fear and hospitality cannot be expressed with one perspective, because they in themselves have various aspects. Fear of God has a dimension of Mysterium Tremendum but, at the same time, it has a dimension of Fascinosum. Hospitality also has two dimensions: of God and of human beings. Thus, what is significant is to relieve the tension between fear and hospitality and the tension implied in themselves. To accomplish this goal, we endeavour to find the agent for the synthesizing the two aspects in worship so that they can stand in a dialectical relationship. We apply a Christological approach and pneumatological insights for this task. In Jesus a negative dimension of fear of God can be altered to hospitality of God while still grabbing a positive sense of fear of God in worship. Therefore, In Jesus fear and hospitality is synthesized. This synthesizing is different from blending or balancing fear and hospitality in worship just in quantity and quality for they cannot relieve the tensions. Lastly, we deal with a matter of opening and closing as a pragmatic task. The church and worship can be open for God’s hospitality, but at the same time they are closed to some for fear of God. Opening or closing in itself cannot be the solution for this contradiction. The answer for the matter of opening and closing lies in a dialectical relationship between fear and hospitality in Jesus Christ, because in Him all the tensions are relieved. / AFRIKAANSE OPSOMMING: In die rituele van Christelike aanbidding is verskeie elemente aan die werk, en dit wil voorkom asof sommige hiervan teenoorgestelde eienskappe het wat nie gelyktydig kan bestaan of uitgevoer kan word nie. Aangesien al die aspekte so belangrik is vir aanbidding, kan ons nie een van hulle oorbeklemtoon of uitsluit nie. Die verhoudings tussen die elemente gee aanleiding tot spanninge. Die doel van hierdie tesis is om die spanninge te sintetiseer, veral wat betref vrees en gasvryheid in aanbidding. Vrees en gasvryheid kan nie met een perspektief uitgedruk word nie omdat hulle uit verskeie aspekte bestaan. Vrees vir God het 'n dimensie van Mysterium Tremendum, maar terselfdertyd ook 'n dimensie van Fascinosum. Gasvryheid het ook twee dimensies: van God en van die mens. Dit is dus betekenisvol om die spanning tussen vrees en gasvryheid en die spanning binne dié aspekte te verlig. Om hierdie doel te bereik, probeer ons om die agent te vind vir die sintese van die twee aspekte in aanbidding, sodat hulle in 'n dialektiese verhouding tot mekaar kan staan. Ons wend 'n Christologiese benadering en pneumatologiese insigte vir hierdie taak aan. In Jesus kan 'n negatiewe dimensie van vrees verander word in die gasvryheid van God, terwyl die positiewe sin van die vrees vir God in aanbidding beklemtoon word. Vrees en gasvryheid word in Jesus gesintetiseer. Hierdie sintetisering verskil van die vermenging of die balansering van vrees en gasvryheid in aanbidding in die hoeveelheid en kwaliteit omdat hulle nie die spanning kan verlig nie. Ten slotte, behandel ons die aspekte van opening en sluiting as 'n pragmatiese taak. Die Kerk en aanbidding kan oop wees vir God se gasvryheid, maar op dieselfde tyd is hulle vir sommige geslote weens ʼn vrees vir God. Om oop te maak of om te sluit kan op sigself nie die oplossing vir hierdie teenstrydigheid wees nie. Die antwoord vir opening en sluiting lê net in 'n dialektiese verhouding tussen vrees en gasvryheid in Jesus Christus, want in Hom is al die spanninge verlig.