Revisiting the Effects of Praise on Student Behavior: A Systematic Review and Meta-analysis of the Single Case Research

The purpose of this dissertation was to: (1) conduct a systematic review of the single case research examining the effects of praise on student behavior, and (2) conduct a meta-analysis of the single-case research examining the effect of praise that meets the What Works Clearinghouse (WWC) standards for design quality and evidence of effects. In study one, the 28 included studies were coded for descriptive features to determine for whom and under what circumstances the effects of praise have been studied, and quality appraisal coding was conducted to determine if the studies met the WWC standards. For study two, four effect size metrics were calculated to determine the overall effects of praise. Additionally, the effects of nine moderator variables were examined. Overall, sufficient empirical evidence exists to recommend praise as an evidence-based practice in classroom settings. More specifically, praise can be recommended as an evidence-based practice for: (a) students with high incidence disabilities, (b) students in elementary classrooms, and (c) modifying social behaviors. There is also sufficient evidence to recommend praise be delivered: (a) contingent upon engagement in the target behavior, and (b) using a variable ratio schedule of reinforcement. The overall effects of praise on student behavior are moderate to strong across all four effect size metrics. The effects of moderator variables are complex. Implications for practice, areas of future research and limitations were addressed