TITLE

Forty years later - The value of praise, ignoring, and rules for preschoolers at risk for behavior disorders

AUTHOR(S)
GÖKÇE, Erten
PUB. DATE
July 2012
SOURCE
Journal of Faculty of Educational Sciences;2012, Vol. 45 Issue 2, p231
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 #
91262998

 

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