1. Question 1: What are teacher, parent, and student perceptions of a school-wide praise note intervention? Question 2: How do parents, students, and teachers differ in their perceptions of praise notes? Question 3: How can school-wide praise note interventions be improved? Qualitative Results What was most liked about praise notes? Quantitative Results Percentage of participants who agreed with selected survey items ThemeTeacherParentStudent Student's appropriate behavior is reinforced 46.70%56.50%32.10% Teachers like the form26.70% Students like Eagle Coins20.00% Student feels positive emotions 21.00% Student receives prizes 37.40% ThemeTeacherParentStudent Praise notes take time41.70% Teacher dislikes the procedure33.30% Praise notes lose effectiveness25.00% Student should receive more praise notes 20.00%22.00% Student wants more prizes 22.00% Student did not receive deserved praise notes 20.00% ItemsTeachersParentsStudents Students should be praised for appropriate classroom behavior.100.00%93.10%98.50% Praise notes should continue to be used next year.81.80%93.10%92.20% Praise notes help students improve their classroom behavior.81.80%82.30%88.70% Praise notes are an important way of communicating teacher expectations to students. 65.20%91.50% Praise notes help strengthen teachers' relationships with students.65.20%76.20% Praise notes helped parents and children talk to each other about school. 79.60%72.40% Praise notes take too much time.39.10% Parents praise their child when praise notes are brought home.95.00% Praise notes improved parent’s relationship with their child's teacher. 61.90% Students try to earn praise notes at school.94.50% The following trends were found based on quantitative and qualitative results: Participants viewed praise notes positively: All groups liked praise notes and the focus on positive behavior Participants reported that praise notes improved: Relationships, communication, and student behavior Results suggested that praise notes are sustainable: Teachers put in most of the effort, but still had positive perceptions and wanted praise noted to continue *p ˂.05. *** p ˂.001. Stakeholder differences for overlapping Survey Items (N=429) Item TeacherParentStudent F M (SD) Praise notes help students improve their classroom behavior. 4.09 (0.68)4.19 (0.84)4.39 (0.86)3.52* Parents like it when their children receive praise notes.3.52 (0.85)4.57 (0.70)4.62 (0.73)24.43*** Students should be praised for appropriate classroom behavior. 4.83 (0.39)4.59 (0.67)4.73 (0.56)10.90*** Praise notes are an important part of communication with parents. 3.09 (1.13)3.92 (1.01) 13.52*** Praise notes are an important way of communicating teacher expectations to students. 4.00 (0.85) 4.59 (0.68)14.64*** Students received enough praise notes this year.3.99 (0.98)3.75 (1.26)4.31* Differences were found based on quantitative and qualitative results: Parents and Students: Extremely positive views of praise notes Teachers: Less aware of parents’ enthusiasm Parents: Praise notes helped improve home-school communication Teachers: Less aware of improved communication Teachers: Some thought students became bored with praise notes Parents and Students: Indicated praise notes remained motivating Help teachers become more aware of others perceptions Parents and students extremely positive about praise notes Praise notes can help convey classroom expectations and improve home-school communication Improve praise note procedures Create simple praise note forms Make praise notes easily accessible to teachers Provide teachers with parent and student feedback Social Validity of Teacher-Written Praise Notes Angela Howell, B.S., School Psychology Ed.S. Candidate Paul Caldarella, Ph.D., Byran B. Korth, Ph.D., K. Richard Young, Ph.D. Praise notes have been associated with decreases in: Tardiness Social Withdrawal Office Discipline Referrals (ODRs) Disruptive Lunchroom Behavior Social Validity Interventions need to have social validity - Be accepted and viewed as important Few studies have examined the social validity of praise IntroductionMethod Participants 23 teachers, 203 parents, and 203 students Title I elementary school School statistics: Procedure Social validity survey completed at end of school year 5-point Likert rating scale 13 items, 2 open-ended questions What was most disliked about praise notes? 61% Hispanic Free and Reduced Price Lunch: 88% 37% Caucasian English Language Learners: 53% 2% Other Sample Praise Note