Presenter(s)

• Dylan Dao, School Psychologist, San Jose Unified School District
• Stephanie Perez

Abstract

Behavior-specific praise (BSP) is an evidence-based classroom management strategy, yet its use remains inconsistent across educational settings. This meta-analysis examined ten single-case design studies evaluating interventions aimed at increasing teachers’ use of BSP across grade levels, classroom settings, and teacher characteristics. Results demonstrated a strong overall effect, with positive outcomes observed across educational settings and teacher experience levels. Findings highlight the effectiveness of teacher-focused interventions, particularly performance feedback, and provide practical implications for school psychologists seeking to support classroom management through teacher consultation and coaching.