Thesis

Specific and non-specific praise in learning labels with college students

Specific praise has been trained when working 1:1 with children diagnosed with Autism Spectrum Disorder and is widely regarded as an important aspect of therapy. However, most previous research supports the use of positive reinforcement and attention when researched against no attention or negative attention in a classroom setting. The purpose of this study was to compare the effects of two different types of praise statements in a 1:1 setting: specific praise and non-specific praise. We evaluated the use of specific and non-specific praise with college students in a match to sample computer program. The eight participants demonstrated negligible differences in acquisition of dog breed names with the use of specific and non-specific praise. The results do not support the commonly accepted aspect of 1:1 therapy that trains therapists to provide specific praise.

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