TITLE

Forty Years Later -- The Value of Praise, Ignoring, and Rules for Preschoolers at Risk for Behavior Disorders

AUTHOR(S)
Hester, Peggy P.; Hendrickson, Jo M.; Gable, Robert A.
PUB. DATE
November 2009
SOURCE
Education & Treatment of Children;11/1/2009, Vol. 32 Issue 4, p513
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The pivotal role of teachers in establishing positive, supportive, inclusive learning environments based on the implementation of empirically-supported teaching strategies (IDEA, 1997,' 2004: NCLB, 2002) is uncontestable. Nonetheless, it is not uncommon to find classrooms characterized by teacher reprimands for inappropriate behavior, coercive interchanges between teachers and children, and limited use of positive teacher feedback. This suggests a need for teachers to implement scientifically supported strategies for promoting positive social and academic growth of young children at risk for behavioral disorders. In the context of a multi-tiered approach to positive behavior supports, we decided to revisit three classroom-level interventions strategies for which there is longitudinal evidence regarding their efficacy - namely, praise, planned ignoring, and classroom rules. Each is discussed, along with guidelines for use by classroom teachers with the goal to improve teacher-child relationships, build positive learning communities, and manage difficult behaviors.
ACCESSION #
44995660

 

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