Student-Delivered Behavior-Specific Praise in Residential Settings: A Systematic Literature Review and Meta-Analysis
Bibliographic record
Abstract
While there is a paucity of research on positive discipline practices for use in residential settings, one strategy widely researched is student-delivered behavior-specific praise (BSP). To better understand the extent of the research base on student-delivered BSP, we conducted this systematic literature review and meta-analysis of studies in residential settings, which included studies conducted in both the home/unit and school settings. We employed a systematic search process that included five steps – electronic, hand, ancestral, forward, and expert nomination – and identified eight relevant publications for analyses. To evaluate the methodological rigor and determine the evidence-based classification, we applied Council for Exceptional Children (2014) standards and determined six studies adhered to our 80% weighted criterion for quality indicators. From these, we classified student-delivered BSP in the mixed evidence category and calculated effect sizes for each dependent variable. From the studies meeting criterion, we calculated within and between case standardized mean differences and obtained a large omnibus effect of 1.12. Implications for future research and practice in residential settings and limitations are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".