Behavior-specific praise is a research-based classroom management strategy that promotes appropriate student behaviors. Praise specificity, however, may not be the only characteristic of praise that enhances efficacy. The current study examined teacher’s natural use of specific, contingent, and varied praise to understand additional qualities of praise. Praise statements of inservice special education (n = 12), inservice general education (n = 13), and dual special education/general education preservice teachers (n = 17) were observed in natural elementary school settings. Statistical results did not indicate differences between teacher groups and praise characteristics; however, descriptive results demonstrate all teacher groups delivered low rates of general and specific praise. Percentages of praise contingency (average range = 59%–91.2%) suggest teachers did not deliver sufficient praise statements contingent on student behavior. Furthermore, percentages of praise variety (average range = 44.5%–57.7%) show use of repetitive praise statements that may reduce efficacy on student behaviors. These findings and other implications are discussed in the context of future praise research.

特定于行为的表扬是一种基于研究的课堂管理策略，可促进适当的学生行为。然而，赞美特异性可能不是赞美能提高疗效的唯一特征。当前的研究检查了老师对特定的，偶然的和各种各样的称赞的自然使用，以了解称赞的其他品质。在职特殊教育（n = 12），在职普通教育（n = 13）和双重特殊教育/普通教育职前教师（n= 17）在自然小学环境中观察到。统计结果并未表明教师群体和称赞特征之间存在差异。但是，描述性结果表明，所有教师组的总体和具体表扬率均较低。称赞意外事件的百分比（平均范围= 59％–91.2％）表明，教师没有根据学生的行为提供足够的称赞陈述。此外，称赞变化的百分比（平均范围= 44.5％–57.7％）显示使用重复的称赞陈述可能会降低学生行为的功效。这些发现和其他含义将在未来称赞研究的背景下进行讨论。