The Effects of Peer Praise Notes on Socially Withdrawn ... · • Students rank-ordered a list of activities they wanted to earn. Please number each activity from 1–6. #1 is the

The Effects of Peer Praise Notes on The Effects of Peer Praise Notes on Socially Withdrawn Adolescents: Socially Withdrawn Adolescents:

A Classroom InterventionA Classroom Intervention

Julie A. Peterson Nelson, Ph.D.Julie A. Peterson Nelson, Ph.D.Natalie Webb, B.S.Natalie Webb, B.S.

Paul Caldarella, Ph.D.Paul Caldarella, Ph.D.

This research was funded in part by an OSEP Federal Grant (H324c030124)This research was funded in part by an OSEP Federal Grant (H324c030124)

Target student: JasonTarget student: Jason

Jason kept to himself and rarely, if ever, spoke to Jason kept to himself and rarely, if ever, spoke to classmates. When asked a question by the teacher classmates. When asked a question by the teacher or a peer, he mumbled the answer quietly, avoiding or a peer, he mumbled the answer quietly, avoiding eye contact. When the students were given class eye contact. When the students were given class time to play games with peers, Jason remained in time to play games with peers, Jason remained in his seat playing dominos—alonehis seat playing dominos—alone..

Outline

• Background LiteratureBackground Literature

• MethodMethod

• ResultsResults

• DiscussionDiscussion

Literature Method Results DiscussionLiterature

Background Literature

• Socially Withdrawn StudentsSocially Withdrawn Students• InterventionsInterventions• PraisePraise• Teacher PraiseTeacher Praise• Peer PraisePeer Praise• Written PraiseWritten Praise


Socially Withdrawn Students


• Students find interactions with withdrawn students to be aversive or less rewarding than interactions with other students (Stormshak, et al., 1999).

• Many students avoid interactions with students who have behavioral or emotional disorders (McDowell, 1988; Myerson & Hale, 1984).


• Students who are socially withdrawn or isolated have difficulty learning appropriate social conduct which places them at risk for difficulties later in life (Oden, 1980; Patterson, Reid, & Dishion,1992).

• Children who are avoided, neglected, or teased are at high risk for developing behavioral and emotional disorders (Gresham, Macmillan, & Bocian, 1998).

Interventions

• One approach aimed to increase students’ social One approach aimed to increase students’ social involvement is to design educational systems that involvement is to design educational systems that increase prosocial behavior, rather than simply increase prosocial behavior, rather than simply aiming to prevent antisocial behavior aiming to prevent antisocial behavior (Winette & (Winette & Winkler, 1972).Winkler, 1972).

• Prosocial behaviors should be reinforced, teaching Prosocial behaviors should be reinforced, teaching students that prosocial behaviors are valued students that prosocial behaviors are valued (Skinner, Cashwell, & Skinner, 2000).(Skinner, Cashwell, & Skinner, 2000).


• Peer approval is a powerful source of prosocial Peer approval is a powerful source of prosocial influence and may be an effective target for influence and may be an effective target for intervention intervention (Skinner, et al., 2000).(Skinner, et al., 2000).


Praise

• Praise is viewed as positive reinforcement which Praise is viewed as positive reinforcement which encourages desirable behavior, while extinguishing encourages desirable behavior, while extinguishing undesirable behavior undesirable behavior (Thomas, 1991).(Thomas, 1991).

• If delivered correctly, praise increases students’:If delivered correctly, praise increases students’:– on-task behavioron-task behavior (Ferguson & Houghton, 1992) (Ferguson & Houghton, 1992)

– motivation in the classroommotivation in the classroom (Thomas, 1991) (Thomas, 1991)

– academic successacademic success (Sutherland & Wehby, 2001) (Sutherland & Wehby, 2001)


Teacher Praise

• Praise has been widely recommended as an Praise has been widely recommended as an important reinforcement method for teachers. It can important reinforcement method for teachers. It can build self-esteem, provide encouragement, and build self-esteem, provide encouragement, and build a close relationship between student and build a close relationship between student and teacher teacher (Brophy, 1981).(Brophy, 1981).


Peer Praise

• Positive Peer Reporting (PPR or “tootling”):Positive Peer Reporting (PPR or “tootling”):– Students verbally report their peers’ prosocial behaviorsStudents verbally report their peers’ prosocial behaviors– PPR has been effective in increasing the social PPR has been effective in increasing the social

interactions of withdrawn students interactions of withdrawn students (Skinner, et al., 2002).(Skinner, et al., 2002).

• PPR:PPR:

– Increased the social involvement of three withdrawn Increased the social involvement of three withdrawn children children (Moroz & Jones, 2002).(Moroz & Jones, 2002).

– Peers were a source of positive reinforcement for the Peers were a source of positive reinforcement for the prosocial behavior of at-risk children prosocial behavior of at-risk children (Moroz & Jones, 2002).(Moroz & Jones, 2002).


Written Praise

• The effects of peer-to-peer written praise The effects of peer-to-peer written praise have not been thoroughly explored.have not been thoroughly explored.


Research Question

• What are the effects of peer-written praise What are the effects of peer-written praise notes on the social involvement of three notes on the social involvement of three socially withdrawn middle-school students?socially withdrawn middle-school students?

Literature Method Results Discussion

Method

• ParticipantsParticipants• SettingSetting• MeasuresMeasures• ObservationsObservations• Experimental ProceduresExperimental Procedures

Literature Method Results DiscussionMethod

Participants

• Three adolescents (age 12-14) attending a Three adolescents (age 12-14) attending a public junior high school in the Western public junior high school in the Western United StatesUnited States


Setting

• Participants were screened using Stages One and Participants were screened using Stages One and Two of the Systematic Screening for Behavior Two of the Systematic Screening for Behavior Disorders (SSBD) and identified as displaying Disorders (SSBD) and identified as displaying internalizing symptoms.internalizing symptoms.

• Participants were enrolled in Successful Skills for Participants were enrolled in Successful Skills for Living and Learning (SSLL), a class for students at Living and Learning (SSLL), a class for students at risk for emotional and behavioral disorders.risk for emotional and behavioral disorders.

• The three participants were selected by the teacher The three participants were selected by the teacher and the PI for low rates of social involvement with and the PI for low rates of social involvement with peers. peers.


Teacher comments:

““When I saw the students who were When I saw the students who were socially withdrawn not participate with socially withdrawn not participate with peers, it made me wonder if they were peers, it made me wonder if they were too nervous to approach someone to too nervous to approach someone to play with them and if they secretly were play with them and if they secretly were hoping someone would approach them.” hoping someone would approach them.”


Measures

• Participants’ interactions were observed and Participants’ interactions were observed and recorded 4 days a week during a 15-minute peer recorded 4 days a week during a 15-minute peer activity time.activity time.

• Students’ peer activity time activities included:Students’ peer activity time activities included:– Playing games alone or with others (e.g., Jenga, cards, Playing games alone or with others (e.g., Jenga, cards,

domino’s, hackysack, etc.)domino’s, hackysack, etc.)– Talking to their friendsTalking to their friends– Listening to musicListening to music– Hanging out together on the couch in the back of the Hanging out together on the couch in the back of the

roomroom


Target Behavior: Social Involvement

1.1. Social engagement: any positive verbal or nonverbal Social engagement: any positive verbal or nonverbal interaction with a peer (e.g., talking, actively listening, interaction with a peer (e.g., talking, actively listening, playing together, etc.)playing together, etc.)

2.2. Participation: involvement in a game with structure or rulesParticipation: involvement in a game with structure or rules

(Not included in social involvement was playing alone, talking to an adult, parallel play, standing near peers while watching them play a game, or any negative interaction.)


Target Behavior: Social InvolvementTarget Behavior: Social Involvement

Example: Example: – Christine is playing a card game with CourtneyChristine is playing a card game with Courtney– Clay and John are sitting on the couch talking and Clay and John are sitting on the couch talking and

laughinglaughing

Non-example: Non-example: – Jack is sitting at his desk playing dominos aloneJack is sitting at his desk playing dominos alone– Dylan is wandering around the room observing his Dylan is wandering around the room observing his

classmates while they play gamesclassmates while they play games

Observational Method

• Partial interval recording: Observation Partial interval recording: Observation sessions occurred during peer activity time sessions occurred during peer activity time and consisted of 72, 10-second intervals and consisted of 72, 10-second intervals (12 minutes).(12 minutes).


Observation FormObservation Form: SamplePeriod: 1 2 3 Student name: ___________ (students’ real names were not used)

Day of week: _________ Date: ___________ Start:______ End: ______Observer __________________ Primary Reliability

3

2

1

Interval

(10 second intervals)

0

↓+

J, C, SCJ+

Students

Involved in interaction?

(first initial of students)

Who was the

recipient

of the interaction?

(first initial of student)

Who initiated the

interaction?

(first initial of student)

+= interacting

0= not interacting


Interobserver Agreement

• Prior to data collection, two observers conducted Prior to data collection, two observers conducted practice sessions. When interobserver agreement practice sessions. When interobserver agreement exceeded 90%, training was terminated.exceeded 90%, training was terminated.

• Interobserver agreement: During 33% of the Interobserver agreement: During 33% of the observations, the secondary observer simultaneously observations, the secondary observer simultaneously recorded the interactions. Interobserver agreement recorded the interactions. Interobserver agreement was 98%.was 98%.


Experimental Design

• A reversal (A-B-A) single-subject design A reversal (A-B-A) single-subject design was used.was used.

• This design was selected because it has This design was selected because it has been used in prior studies on PPR.been used in prior studies on PPR.


Intervention

• Students were asked to write a praise note Students were asked to write a praise note to each of their classmates every week; to each of their classmates every week; they were reinforced (with a group they were reinforced (with a group contingency) for writing 2-3 praise notes contingency) for writing 2-3 praise notes each morning.each morning.


Group Contingency• Group contingencies were used to reinforce the writing Group contingencies were used to reinforce the writing

of praise notes.of praise notes.• Students rank-ordered a list of activities they wanted to Students rank-ordered a list of activities they wanted to

earn.earn.Please number each activity from 1–6. #1 is the activity you would like to do the most, #6 is the activity you would like to do the least.

Doughnut and chocolate milk party

Fiesta Party (chips, salsa, Sangria)

Smallville movie, popcorn, and soda

Burgerking: receive $3 for breakfast

Outside games (kickball) and candy party

Dodge ball in the gym and candy party


Praise Note

Date:Date: 4/28/2007

To:To: David

I really liked your role-play in class. You are cool!

From:From: Sam

Adapted from How Full is Your Bucket?Tom Rath & Donald O. Clifton, PhD.


Treatment Integrity

• A checklist was completed by A checklist was completed by the PI to ensure the training of the PI to ensure the training of students was conducted in a students was conducted in a consistent manner across consistent manner across classrooms. classrooms. – 100% treatment integrity100% treatment integrity

• The teacher and the PI jointly The teacher and the PI jointly implemented the intervention implemented the intervention daily.daily.– Permanent product data Permanent product data

suggests that the suggests that the intervention was intervention was implemented as designed.implemented as designed.

2. During our unit on peer relations, you will be encouraged to write praise notes to your classmates.

4. Each morning there will be two Peer Praise Notes on your desk. You will be given time to write praise notes after journaling time.

6. (Teacher demonstrates the steps of writing a praise note by writing on a praise note transparency on the overhead projector):• To: Sam• Write a message to a

classmate. You can write something specific like “I liked your role-play. You were very …

Example


In Class Tracking of Praise Notes

• Public posting was used to reinforce the writing of praise Public posting was used to reinforce the writing of praise notes (i.e., a poster was hung on the wall indicating the notes (i.e., a poster was hung on the wall indicating the number of praise notes written so far that week, as well as number of praise notes written so far that week, as well as the class goal).the class goal).

• The PI praised students The PI praised students for praise notes writtenfor praise notes written

that day and askedthat day and askedone student to move the one student to move the dial.dial.


Results

• Target students’ Interactions With PeersTarget students’ Interactions With Peers• Daily Praise Notes WrittenDaily Praise Notes Written• ResultsResults• Social ValiditySocial Validity

Literature Method Results DiscussionResults

Interaction With Peers: Jason

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Days

% o

f In

tera

ctio

ns

Baseline

Mean: 9.17%

Intervention

Mean: 49%

Withdrawal

Mean: 94%

MaintenanceProbe

Mean: 31.94%


Daily Praise Notes: Jason

0

1

2

3

4

5

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9

# o

f P

rais

e N

ote

s

Sent Received

Mean: 1.89 Mean: 1.67


Received 8 PPNs

by Day 5

Interaction With Peers: Allyson

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Days

% o

f In

tera

ctio

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Baseline

Mean: 41.27%

Intervention

Mean: 93%

Withdrawal

Mean: 98%

MaintenanceProbe

Mean: 100%


Daily Praise Notes: Allyson

0

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4

5

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

# o

f Pra

ise

No

tes

Sent Received

Mean: 2 Mean: 2


Day 1: Wrote and received a PPN from a significant peer

Interaction With Peers: Randy

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Days

% o

f In

tera

ctio

ns

Baseline

Mean: 14.61%

Intervention

Mean: 55.38%

Withdrawal

Mean: 59.52%

MaintenanceProbe

Mean: 6.94%


Daily Praise Notes: Randy

0

1

2

3

4

5

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9

# o

f P

rais

e N

ote

s

Sent Received

Mean: 2.25 Mean: 2.33


Received 5

PPNs by Day 2

Praise Note Content

20%Other (e.g., you’re smart, you’re quiet, what’s up?, etc.)

4%You’re Nice/Kind

377 Peer Praise NotesTotal

6%You Have a Good Personality

6%Thanks for ___/Appreciation

6%Good Work in Class

7%I’m Glad You’re in My Class

8%You’re a Good Friend

10%Specific Compliment

15%You’re Funny

16%You’re Good at ___/Talented

25%You’re Cool/Awesome/You Rock

PercentageCategories


Praise Note Content

• 32% of praise notes under the category “You’re 32% of praise notes under the category “You’re Good at ___” referred to games played during peer Good at ___” referred to games played during peer activity time. activity time.

• 50% of praise notes under the category “You’re 50% of praise notes under the category “You’re Fun to Play With” referred peer activity time Fun to Play With” referred peer activity time activities.activities.


Results

• The data suggests the treatment was effective for The data suggests the treatment was effective for all 3 participantsall 3 participants– All participants’ interactions increasedAll participants’ interactions increased

• The target behavior did not reverseThe target behavior did not reverse– Participants’ interactions did not decrease when Participants’ interactions did not decrease when

treatment was removedtreatment was removed– Recent research challenges us to find interventions Recent research challenges us to find interventions

that empirically demonstrate maintenance of that empirically demonstrate maintenance of behavior behavior (Marchant, et al., 2007).(Marchant, et al., 2007).

• After treatment was removed, social involvement After treatment was removed, social involvement remained higher than during baselineremained higher than during baseline


Social ValidityThe special education teacher believed the intervention was beneficial for all

students. Intervention Rating Profile-15, (Witt & Elliott, 1985)

Strongly Agree/Agree

Slightly Agree

Slightly Disagree

DisagreeStrongly Disagree

Overall, Peer Praise Notes would be beneficial for the students.

I like the procedures used in the Peer Praise Notes Intervention.

This intervention (Peer Praise Notes) is a fair way to handle students’ socially withdrawn behavior.

I would suggest the use of Peer Praise Notes to other teachers.


Teacher comments:

““I really like the praise note intervention. I really like the praise note intervention. When some of the students received a When some of the students received a positive note from a peer, it ignited a little positive note from a peer, it ignited a little spark of self confidence in them . . . It gave spark of self confidence in them . . . It gave students a ‘safe’ outlet to express their students a ‘safe’ outlet to express their thoughts and feelings about their peers . . .”thoughts and feelings about their peers . . .”

Social Validity: StudentsOf 16 students:Of 16 students:

““Peer Praise Notes could help a student who does not socialize very Peer Praise Notes could help a student who does not socialize very much with classmates.”much with classmates.”

• 81% agreed or strongly agreed81% agreed or strongly agreed

““Peer praise Notes would be effective in improving a child’s social Peer praise Notes would be effective in improving a child’s social involvement with classmates.”involvement with classmates.”

• 75% agreed or strongly agreed75% agreed or strongly agreed

““Peer Praise Notes would be appropriate for a variety of students.”Peer Praise Notes would be appropriate for a variety of students.”• 75% agreed or strongly agreed75% agreed or strongly agreed

““Overall, Peer Praise Notes would be beneficial for the students.”Overall, Peer Praise Notes would be beneficial for the students.”• 69% agreed or strongly agreed69% agreed or strongly agreed


Discussion

• Given the potential risks to students who are socially isolated Given the potential risks to students who are socially isolated or withdrawn, it is necessary to thoroughly examine our or withdrawn, it is necessary to thoroughly examine our treatment approaches.treatment approaches.

• Data suggests Peer Praise Notes (PPNs) produced Data suggests Peer Praise Notes (PPNs) produced distinguishable improvements in the social involvement of distinguishable improvements in the social involvement of socially isolated adolescents.socially isolated adolescents.

• This study extended previous research by:This study extended previous research by:– examining a junior high school population (adolescents rather examining a junior high school population (adolescents rather

than elementary students)than elementary students)– utilizing written peer praise (previous research examined utilizing written peer praise (previous research examined

teacher praise or verbal peer praise -“tootling”)teacher praise or verbal peer praise -“tootling”)

Literature Method Results DiscussionDiscussion

Limitations

• Classes were small (5-10 students):Classes were small (5-10 students):– Students had a limited number of peers with whom to Students had a limited number of peers with whom to

interactinteract– Students received a PPN from each classmate more Students received a PPN from each classmate more

frequently than they would have with a larger classfrequently than they would have with a larger class

• An A-B-A design did not allow for a demonstration An A-B-A design did not allow for a demonstration of experimental controlof experimental control


Challenges

• Intervention is time consumingIntervention is time consuming– Writing praise notesWriting praise notes– Reviewing praise notesReviewing praise notes– Peer activity time (3-4 days a week for 15 min.)Peer activity time (3-4 days a week for 15 min.)

• Some students did not receive praise notes as often as Some students did not receive praise notes as often as other studentsother students

• Some students had lower levels of writing skillsSome students had lower levels of writing skills• Inappropriate praise note contentInappropriate praise note content• Behavior during peer activity time (rough-housing)Behavior during peer activity time (rough-housing)


Procedure for Writing Peer Praise Notes (PPNs) in your classroom: Step 1: Introduce the topic by discussing the importance of peer relationships and

praise. Step 2: Instruct and demonstrate how to write an effective praise note, using an

overhead projector and a transparency with a sample PPN.Step 3: Discuss and agree upon the class goal (i.e., number of PPNs students

must write to earn a class reward every 1-2 weeks), write it on a poster, and hang it in the classroom.

Step 4: Have students vote on a class reward they can earn if they reach the goal (e.g., a video and popcorn party, chips and salsa party, cereal party, etc.). Write the reward on an 8 x 11 paper and hang it by the goal poster.

Step 5: Introduce the intervention:Place a PPN on each student’s desk.Allow 2-5 minutes for students to write a PPN. Collect and review PPNs for appropriate content.Distribute PPNs to students who received them.Provide a place for students to keep their PPNs (e.g., in a pocket or envelope inside of their journal or notebook).

Step 6: Track the number of PPNs written daily.Step 7: Record target students’ interactions during class activities or recess to

determine whether PPNs provided desired results.Step 8: Fade the intervention as desired results are obtained.

For correspondence regarding this presentation contact:

Julie P. [email protected]

http://education.byu.edu/pbsi/

236 S 700 EProvo, UT 84606(801) 377-0560Fax (801) [email protected]

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Ferguson, E. & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter’s Assertive Discipline. Ferguson, E. & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter’s Assertive Discipline.

Educational Studies, 18(1),Educational Studies, 18(1), 11-18. 11-18.

Gresham, F.M., MacMillan, D. L., & Bocian, K. (1997). “Behavioral earthquakes”: Low frequency, salient behavioral events that Gresham, F.M., MacMillan, D. L., & Bocian, K. (1997). “Behavioral earthquakes”: Low frequency, salient behavioral events that

differentiate students at-risk for behavioral disorders. differentiate students at-risk for behavioral disorders. Behavioral DisordersBehavioral Disorders, , 21,21, 277-292. 277-292.

Oden, S. (1980). A child’s social isolation: Origins, prevention, intervention. In G. Carteledge & J.F. Milburn (Eds.), Oden, S. (1980). A child’s social isolation: Origins, prevention, intervention. In G. Carteledge & J.F. Milburn (Eds.), Teaching social Teaching social

skills to children skills to children (pp. 179-202). New York: Pergamon.(pp. 179-202). New York: Pergamon.

McDowell, J.J. (1988). Matching theory in natural human environments. McDowell, J.J. (1988). Matching theory in natural human environments. Behavior Analyst, 11, Behavior Analyst, 11, 95-109.95-109.

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Review, 31(2), Review, 31(2), 235-245. 235-245.

Myerson, J., & Hale, S. (1984). Practical implications of the matching law. Myerson, J., & Hale, S. (1984). Practical implications of the matching law. Journal of Applied Behavior Analysis, 17, Journal of Applied Behavior Analysis, 17, 367-380.367-380.

Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). Antisocial boysAntisocial boys. Eugene, OR: Castalia. . Eugene, OR: Castalia.

Skinner, C., Cashwell, T., & Skinner, A. (2000). Increasing tootling: The effects of a peer-monitored group contingency program on Skinner, C., Cashwell, T., & Skinner, A. (2000). Increasing tootling: The effects of a peer-monitored group contingency program on

students’ reports of peers’ prosocial behaviors. students’ reports of peers’ prosocial behaviors. Psychology in the SchoolsPsychology in the Schools, , 37(3),37(3), 263-269. 263-269.

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Peer Reporting: Prevention and Remediation or Social Problems Associated with Behavior Disorders. Peer Reporting: Prevention and Remediation or Social Problems Associated with Behavior Disorders. Psychology in the Psychology in the

SchoolsSchools, , 39(2),39(2), 191-202. 191-202.

Sutherland, K.S., & Whelby, J.H. (2001). The effect of self-evaluation of teaching behavior in classrooms for students with emotional Sutherland, K.S., & Whelby, J.H. (2001). The effect of self-evaluation of teaching behavior in classrooms for students with emotional

and behavioral disorders. and behavioral disorders. Journal of Special Education, 35(3), Journal of Special Education, 35(3), 161-171.161-171.

Stormshak, E.A., Bierman, K.L., Bruschi, C., Dodge, K.A., Coie, J.D. & The Conduct Problems Prevention Research group. (1999). Stormshak, E.A., Bierman, K.L., Bruschi, C., Dodge, K.A., Coie, J.D. & The Conduct Problems Prevention Research group. (1999).

The relation between behavior problems and peer preference in different classroom contexts. The relation between behavior problems and peer preference in different classroom contexts. Child Development, 70,Child Development, 70, 169-182. 169-182.

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32-33.32-33.

Winette, R. A., & Winkler, R. C. (1972). Current behavior modification in the classroom: Be quiet, be docile. Winette, R. A., & Winkler, R. C. (1972). Current behavior modification in the classroom: Be quiet, be docile. Journal of Applied Journal of Applied

Behavior AnalysisBehavior Analysis, , 5,5, 499-504. 499-504.

Witt, J. C., & Elliott, S. N. (1985). Acceptability of classroom intervention strategies. In T. R. Kratochwill (Ed.),Witt, J. C., & Elliott, S. N. (1985). Acceptability of classroom intervention strategies. In T. R. Kratochwill (Ed.),Advocates in School Advocates in School

PsychologyPsychology,, 4 4, 251-288. Mahwah, NJ: Erlbaum., 251-288. Mahwah, NJ: Erlbaum.

Experimental Procedures

• Experimental DesignExperimental Design• InterventionIntervention

– Group ContingencyGroup Contingency– Treatment IntegrityTreatment Integrity– Tracking of Praise NotesTracking of Praise Notes– Peer Praise Notes ContentPeer Praise Notes Content

Responses and Initiations: Jason

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/19

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903

/30

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/03

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/05

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604

/09

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004

/11

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204

/13

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/17

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/24

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/26

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/01

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/03

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/18

05/2

1

Days

# of

Res

pons

es a

nd In

itiat

ions

Responses

Initiations

Baseline

Means: 1 0

Intervention

Means: .33 1

Withdrawal

Means: .75 1

MaintenanceProbe

Means: 0 4

Responses and Initiations: Allyson

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2

3

4

5

6

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/19

03/2

003

/21

03/2

203

/26

03/2

703

/28

03/2

903

/30

04/0

204

/03

04/0

404

/05

04/0

604

/09

04/1

004

/11

04/1

204

/13

04/1

604

/17

04/2

304

/24

04/2

504

/26

04/3

005

/01

05/0

205

/03

05/1

705

/18

05/2

1

Days

# o

f Re

spo

nse

s a

nd

Initi

atio

ns Responses

Initiations

Baseline

Means: .71 0

Intervention

Means: 1.33 .5

Withdrawal

Means: 1 0

MaintenanceProbe

Means: 1 0

Responses and Initiations: Randy

0

1

2

3

4

5

6

03/1

603

/19

03/2

003

/21

03/2

203

/26

03/2

703

/28

03/2

903

/30

04/0

204

/03

04/0

404

/05

04/0

604

/09

04/1

004

/11

04/1

204

/13

04/1

604

/17

04/2

304

/24

04/2

504

/26

04/3

005

/01

05/0

205

/03

05/1

705

/18

05/2

1

Days

# o

f Re

spo

nse

s a

nd

Initi

atio

ns Responses

Initiations

Baseline

Means: .2 .4

Intervention

Means: 1.88 2.25

Withdrawal

Means: 2 1.86

MaintenanceProbe

Means: 0 1

Summary of Data


9.17%

49%

31.94%

94%

0

10

20

30

40

50

60

70

80

90

100

Baseline Peer Praise Notes Baseline Maintenance Probe

% S

ocia

l In

volv

em

ent

100%98%93%

41.27%

0

10

20

30

40

50

60

70

80

90

100


% S

ocia

l In

volv

em

ent

6.94%

59.52%55.38%

13.61%

0

10

20

30

40

50

60

70

80

90

100


% S

ocia

l In

volv

em

ent


9.17%

49%

31.94%

94% 100%98%93%

41%

7%

60%55%

14%

0

20

40

60

80

100

120


% S

ocial

Invo

lveme

nt

Summary of Data

How to implement PPN in your classroom:• Introduce and discuss Introduce and discuss How Full is Your BucketHow Full is Your Bucket: a rationale for : a rationale for

PPN PPN (Tom Rath & Donald O. Clifton, PhD.)(Tom Rath & Donald O. Clifton, PhD.)

• IInstruct and demonstrate how to write effective praise notes.nstruct and demonstrate how to write effective praise notes.• Introduce intervention:Introduce intervention:

a.a. Place “bucket” in the roomPlace “bucket” in the roomb.b. Place “drops” (PPN) by the bucketPlace “drops” (PPN) by the bucketc.c. Allow time for students to write “drops” to their peers and place in the Allow time for students to write “drops” to their peers and place in the

bucketbucketd.d. Review PPN for appropriate content and give them to studentsReview PPN for appropriate content and give them to studentse.e. Provide a place for students to keep their PPN (e.g., inside their Provide a place for students to keep their PPN (e.g., inside their

journal or notebook)journal or notebook)

4.4. Establish reinforcement (e.g., group contingencies—class Establish reinforcement (e.g., group contingencies—class activities, public posting)activities, public posting)

5.5. Track student interactions during class activities to determine Track student interactions during class activities to determine whether PPN provided desired resultswhether PPN provided desired results



94%

31%

49%

9%

41%

93%98% 100%

14%

55% 60%

7%0

20

40

60

80

100

120


% S

ocial

Invo

lveme

nt

Jason Allyson Randy

Summary of Data

Documents

The Effects of Peer Praise Notes on Socially Withdrawn ... · • Students rank-ordered a list of activities they wanted to earn. Please number each activity from 1–6. #1 is the