15 A Comparison of Teacher Approval and Disapproval Statements Across Categories of Exceptionalityl.2 ROBERT A. GABLE Universityof Pittsburgh JO M. HENDRICKSON Continental Systems, Inc. Nashville,TN CLIFFORD C. YOUNG Glenville State College RICHARD E. SHORES George Peabody College of Vanderbilt University JOSEPH J. STOWITSCHEK Utah State University Abstract Researchers have long sought to identify teaching acts that have a predictable effect on learner performance. The contingent use of teacher praise is well documented for its positive influence on the socialbehavior of handicapped youngsters. However, results of the present study indi- cate that teachers of the mentally retarded. multihandicapped and learn- ing disabled and/or behavior disordered make limited use of praise over criticismin managing classroom behavior. Even though the technology exists for training selected teacher competencies. e.g.. use of contingent praise, it would appear that problems remain in connection with main- taining these skillsin applied settings. Accumulated evidence substantiates the fact that teacher praise statements can postively influ- ence pupil classroom behavior. Teacher verbal reinforcement has been shown to effecta wide range of social and academic responses in elementary (e.g., Becker, Madsen, Arnold, & Thomas, 1967; Madsen, Becker. & Thomas, 1968). secondary (e.g.. McAllister. Stachowiak, Baer, & Conderman, 1969). and special education classrooms (e.g., Gable & Hendrickson, 1979; Gable &Shores, 1980; O'Leary. Kauffman. Kass. & Drabman. 1970: Shores, Roberts. & Nelson, 1976). Conversely, negative teacher verbalizations have served to punish student behavior (e.g., Cantrell, Wood, & 1Address correspondence 10: Robert A. Gable. Ph,0 .. Western Psychiatric Institute and Clinic. University of Pittsburgh. 201 DeSoloStreet. Pittsburgh. PA 15213, 2 Thisstudyrepresentsa portionofa largerinvestlgallon ofTeacherPlanningand Teacher-PupilInteractions Across Categories of Exceptionality funded by the U.S. Office of Education. Bureau of Education for the Handicapped. Grant No.443AA70012. Joumalof Special Education Technology VOLUME VI NUMBER 1 WINTER 1983