What good is labeling what's good? A field experimental investigation of parental labeled praise and child compliance

Patty Leijten, Sander Thomaes, Bram Orobio de Castro, Thomas J. Dishion, Walter Matthys

Research output: Contribution to journalArticle

8 Scopus citations

Abstract

There is a need to identify the “effective ingredients” of evidence-based behavior therapies. We tested the effects of one of the most common ingredients in parenting interventions for preventing disruptive child behavior, referred to as labeled praise (e.g., “well done picking up your toys”), which is typically recommended in preference to unlabeled praise (e.g., “well done”). We compared the effects of labeled praise, unlabeled praise, and no praise on child compliance in two experiments. Experiment 1 included 161 4 to 8 year-old community sample children and tested immediate effects of praise. Experiment 2 included 132 3 to 9 year-old children with varying levels of disruptive behavior and tested immediate and two-week effects of praise. In Experiment 1, teaching parents to use labeled praise did not increase immediate child compliance, whereas teaching them to use unlabeled praise did. In Experiment 2, teaching parents to use labeled praise for two weeks reduced disruptive child behavior, but this effect was of a similar magnitude to that for unlabeled praise. Parents preferred the use of unlabeled over labeled praise. These findings suggest that parental praise promotes child compliance, but the addition of labeling the specific positive behavior may not be of incremental value.

Original languageEnglish (US)
Pages (from-to)134-141
Number of pages8
JournalBehaviour Research and Therapy
Volume87
DOIs
StatePublished - Dec 1 2016

Keywords

  • Compliance
  • Disruptive child behavior
  • Field experiment
  • Labeled praise
  • Parenting intervention

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Clinical Psychology
  • Psychiatry and Mental health

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