Using Praise to inspire Good Behaviors

 

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Using Praise to Encourage Good Behaviors Positive vs. Negative Attention. Imagine standing in a room with three children. Two of the children are playing quietly Benefits of Praise. Praise can encourage a variety of good behaviors.

Catch your child being good and point it out. Make Praise. Specific praise works best because your child knows exactly what you like. This type of praise is called labeled praise. Unlabeled praise is a general statement that shows approval or affection.

Unlabeled praise can help children feel good but does not help improve behavior. Of course it’s fine to give general praise, but if you really want your children to learn what you think of as good behaviour, you need to be specific – don’t just say, “You’re a kind girl.” Instead, say, “You were so kind when you shared your sweets with Dylan.”. Praise is the simplest yet most effective discipline tool that parents can use to increases good behavior. Giving praise to your child shows them that you take notice when he’s following the rules, playing quietly, or following your instructions. Encouraging and praising your child will motivate your child to keep up the good work.

Help your child recognise when they’ve done well and encourage good behaviour with these tips: When you feel good about your child, say so. See whether you can give your child some words of encouragement every day. Look for nonverbal ways to praise or encourage your child. A thumbs up, smile or high.

Praise is one of the most powerful tools parents can use to encourage good behaviour in their children. Lots of praise will help make your children build confidence. It costs nothing to praise. Process praise can also foster the most essential attitude for success the belief that we can improve ourselves through effort.

As I note elsewhere, experiments show we learn better when we embrace this belief. There are also hints that praise for prosocial behavior can help young children develop good “people skills.”. Instead, you can positively reinforce a child’s behavior by: Clapping and cheering Giving a high five Giving a hug or pat on the back Giving a thumbs-up Offering a special activity, like playing a game or reading a book together Offering praise Telling another adult how proud you are of your child’s. In making praise effective, a teacher should explicitly note the behavior as the reason for praise in as timely a manner as possible.

The younger the student, the more immediate the praise should be. At the high school level, most students can accept delayed praise. When children seek praise (consciously or unconsciously), they tend to avoid anything they won’t get “right,” which is unfortunate because mistakes, trial and error, and risk-taking are critical elements of any learning process.

The impact of praise on a child starts early.

List of related literature:

For example, when parents or teachers praise children, the praise is likely to increase intrinsic motivation if the praise is sincere and promotes the child’s feelings of being competent and independent.

“Introduction to Psychology” by Rod Plotnik, Haig Kouyoumdjian
from Introduction to Psychology
by Rod Plotnik, Haig Kouyoumdjian
Cengage Learning, 2013

For example, if a child observes that a certain type of behaviour is consistently rewarded by praise, then this praise reinforces the motivation to imitate that behaviour.

“A Level Media Studies: The Essential Introduction” by Pete Bennett, Sarah Casey Benyahia, Jerry Slater
from A Level Media Studies: The Essential Introduction
by Pete Bennett, Sarah Casey Benyahia, Jerry Slater
Taylor & Francis, 2019

Within the behaviour for learning approach, praise is conceptualised as the provision of verbal encouragement that is focused on the learning behaviours exhibited.

“Professional Studies in Primary Education” by Hilary Cooper, Sally Elton-Chalcraft
from Professional Studies in Primary Education
by Hilary Cooper, Sally Elton-Chalcraft
SAGE Publications, 2018

Praise and scold: Another way to generate systematic information on positive and negative instructional behaviors is to tally the occurrences of praise and scold behaviors.

“Measurement and Evaluation in Physical Education and Exercise Science” by Alan C. Lacy, Skip M. Williams
from Measurement and Evaluation in Physical Education and Exercise Science
by Alan C. Lacy, Skip M. Williams
Taylor & Francis, 2018

Praise can be beneficial but only if it is done in moderation and in a way that makes children feel competent.

“The Social Animal” by Elliot Aronson
from The Social Animal
by Elliot Aronson
Worth Publishers, 2004

So praise repeatedly to help the person develop a new, positive habit, and then praise intermittently to keep the behavior in place.

“Million Dollar Habits: Proven Power Practices to Double and Triple Your Income” by Brian Tracy
from Million Dollar Habits: Proven Power Practices to Double and Triple Your Income
by Brian Tracy
Entrepreneur Press, 2017

Those in opposition to this method have argued that using labeled praises might promote “prompt dependence” in children with ASD, meaning that children are more likely to learn a routine to seek praise or begin to engage in repetitive language (e.g., repeating “good job” after completing activities).

“Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum” by Cheryl Bodiford McNeil, Lauren Borduin Quetsch, Cynthia M. Anderson
from Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum
by Cheryl Bodiford McNeil, Lauren Borduin Quetsch, Cynthia M. Anderson
Springer International Publishing, 2019

It would probably be better to praise them for practicing rather than offering a material reward, because praise seems less likely to be perceived as a mechanism of control.

“Learning and Memory” by David A. Lieberman
from Learning and Memory
by David A. Lieberman
Cambridge University Press, 2011

In fact, there is substantial research indicating that just using praise in this way can by itself lead to significant positive behavior change.

“Coaching Students with Executive Skills Deficits” by Peg Dawson, Richard Guare
from Coaching Students with Executive Skills Deficits
by Peg Dawson, Richard Guare
Guilford Publications, 2012

Use (and misuse) of praise as a reinforcer is discussed in more detail in Chapter 10 of the main DBT text.

“DBT? Skills Training Manual, Second Edition” by Marsha Linehan
from DBT? Skills Training Manual, Second Edition
by Marsha Linehan
Guilford Publications, 2014

Oktay Kutluk

Kutluk Oktay, MD, FACOG is one of the world's foremost experts in fertility preservation as well as ovarian stimulation and in vitro fertilization for infertility treatments. He developed and performed the world's first ovarian transplantation procedures as well as pioneered new ovarian stimulation protocols for embryo and oocyte freezing for breast and endometrial cancer patients.

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4 comments

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  • I have a 20y old, that acts like Hes 13… When I got sick, it was hard to discipline him. As a single mother it was hard… I regret not enforcing rules.. Is it too late?

  • Kudos for the Video clip! Excuse me for chiming in, I am interested in your initial thoughts. Have you considered Trentvorty Kids Science Theorem (google it)? It is a smashing one of a kind guide for becoming an excellent parent without the normal expense. Ive heard some pretty good things about it and my work colleague after a lifetime of fighting got astronomical success with it.

  • hi everyone,if anyone else needs to find out about best toddler parenting books try Loctavan Teaching Toddler Strategy (do a google search )? Ive heard some great things about it and my buddy got amazing results with it.

  • She is using outdated terminology. Behavior Modification just used reinforcement and punishment to change behavior. The name changed in 1997 to Applied Behavior Analysis (ABA) which is the application of operant conditioning; operant conditioning uses the ABC model antecedent, behavior, consequence to understand and change behavior. The goal of ABA is not only changing behavior but also figuring out what causes behavior and teaches replacement ones. This is supported throughout various behavior analytic journals.