The Use of Effective Instruction Delivery and Contingent Praise as a Classroom Behavior Management Strategy

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)



First Advisor

D. Joe Olmi

Advisor Department



The primary purpose of the present study was to examine the effectiveness of Effective Instruction Delivery (EID) and Contingent Praise (CP) as classroom behavior management strategies. EID is the delivery of instructions that include several components of instruction that have been demonstrated to increase compliance. CP is praise that can be verbal or physical in form and is delivered when compliance occurs. Teachers were trained to use EID and CP in their classroom using didactic and role-play procedures. Data were collected on both student and teacher behaviors. For teachers, use of the components of EID was measured. For students, compliance to teacher instructions was measured. Teachers were provided daily feedback regarding their use of the components of EID and CP and were retrained if necessary. Results of the investigation indicated that teachers demonstrated knowledge of EID and CP techniques during training sessions, but implemented the components with minimal integrity in the classroom. Despite poor treatment integrity, student compliance increased for two of the three classrooms.