Product Overview
In this handout, praise refers to both verbal and nonverbal expressions of attention and approval, such as “Thank you for your great effort” or a warm smile or fist bump. Praise typically follows a desired behavior and occurs in a natural, spontaneous manner. That is, students are not told that they have to earn praise. Further, they seldom tire of being praised, especially when it is provided in a variety of ways. Rewards refer to tangible objects (e.g., sticker, toy, or snack) and to preferred activities and privileges (e.g., extra recess, free time, or screen time). Students may also earn points, tokens, or tickets that can be exchanged for these rewards. Although rewards can—and sometimes should—be given spontaneously, they are more often used in a planned or deliberate manner.
ABOUT THE AUTHORS
George Bear, PhD, is a professor emeritus of school psychology at the University of Delaware. He has written or edited 12 books and over 100 journal articles and book chapters focusing primarily on children’s moral development, school discipline, and school climate. He is a recipient of the Lifetime Achievement Award of the National Association of School Psychologists.
Johanna Homan, EdS, is a school psychologist at Cambridge Public Schools in Massachusetts, where she works with students in prekindergarten through eighth grade at the Escuela Amigos School.
This NASP Laminated Guide is an updated version of a resource from Helping Handouts: Supporting Students at School and Home, an online digital publication featuring more than 80 handouts for educators and caregivers. To learn more about Helping Handouts, visit https://apps.nasponline.org/resources-and-publications/book-store.aspx.
ISBN: 978-0-932955-41-8
This 6-page, laminated quick-reference guide is must for any School Psychologist or educator. This guide includes information on:
- Important Considerations in the Use of Praise and Rewards
- Student Preferences
- Appropriate Implementation of Praise and Rewards
- Times When Rewards Might Be Harmful
- Recommendations for Educators and Parents
- Forming Foundational Healthy Practices
- Facilitating Brief Interventions From Positive Psychology
- Strengthening Relationships
- Building Healthy Settings and Systems
