A Comparison of Teacher Approval and Disapproval Statements across Categories of Exceptionality

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Abstract
Researchers have long sought to identify teaching acts that have a predictable effect on learner performance. The contingent use of teacher praise is well documented for its positive influence on the social behavior of handicapped youngsters. However, results of the present study indicate that teachers of the mentally retarded, multihandicapped and learning disabled and/or behavior disordered make limited use of praise over criticism in managing classroom behavior. Even though the technology exists for training selected teacher competencies, e.g., use of contingent praise, it would appear that problems remain in connection with maintaining these skills in applied settings.

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