TITLE

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

PUB. DATE
November 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 #
91578494

 

Related Articles

  • The Child Who Touches Too Much. Greenberg, Polly // Early Childhood Today;Apr2003, Vol. 17 Issue 6, p16 

    Presents suggestions on dealing with a young girl who always touches her classmates. Possible causes of the behavior; Ways of helping children grow; Information on what to do when the child displeases others by touching them.

  • Forty Years Later -- The Value of Praise, Ignoring, and Rules for Preschoolers at Risk for Behavior Disorders. Hester, Peggy P.; Hendrickson, Jo M.; Gable, Robert A. // Education & Treatment of Children;11/1/2009, Vol. 32 Issue 4, p513 

    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...

  • Setting events and behavioral disorders of children and youth: An interbehavioral field analysis... Fox, James; Conroy, Maureen // Journal of Emotional & Behavioral Disorders;Jul95, Vol. 3 Issue 3, p130 

    Studies methods of assessing setting events as they affect students' behavior in the classroom. Setting events in the behavioral field; Assessment of setting events and classroom effects; Intervention and setting events.

  • `POETICS': A systems approach to solving behavior problems in the classroom. Shields, John D.; Green, Robert-Jay // Elementary School Guidance & Counseling;Feb96, Vol. 30 Issue 3, p181 

    Proposes a systemic model for conceptualizing learning and behavior problems in the classroom. Focus on the interactions between a target child or children and those around him; Concept of the `classroom-as-a system'; Description of the seven dimensions of the model.

  • Integrating Academic and Non-Academic Instruction for Students with motional/Behavioral Disorders. Gable, Robert A.; Hendrickson, Jo M.; Tonelson, Stephen W.; Van Acker, Richard // Education & Treatment of Children (ETC);Nov2002, Vol. 25 Issue 4, p459 

    Students with emotional/behavioral disorders exhibit a wide range of academic and behavioral problems. Not surprisingly, there is growing support for integrating instruction to address overlapping students' needs in both areas. In this article, we discuss instructional variables that contribute...

  • Early intervention and treatment acceptability: Multiple perspectives for improving service... Paget, Kathleen D. // Topics in Early Childhood Special Education;Summer91, Vol. 11 Issue 2, p1 

    Studies issues related to the topic of treatment acceptability for preschoolers with behavior problems. Conceptual issues related to treatment acceptability; Paradigm for assessing the acceptability of treatments; Side effects of the treatment.

  • Organizing preschool environments: Suggestions for enhancing the development/learning of... McEvoy, Mary A.; Fox, James J. // Topics in Early Childhood Special Education;Summer91, Vol. 11 Issue 2, p18 

    Suggests ways of organizing the environment to avoid behavior problems in preschool children. Preparation for the transition to elementary school; Maintenance of the integrity of rules and procedures; Instructional time utilization.

  • Smoothing the rough edges of classroom transitions. Buck, Glenn H. // Intervention in School & Clinic;Mar99, Vol. 34 Issue 4, p224 

    Studies classroom transition problems of children with learning and attention-related disabilities, within the context of effective teaching. Case studies on how behavior problems escalate when effective teaching methods are not utilized; Guidelines in assessing coping with transitions;...

  • Preschool and School Age Children Under Welfare Reform. Horwitz, Sarah McCue; Kerker, Bonnie D. // Child Psychiatry & Human Development;Winter2001, Vol. 32 Issue 2, p107 

    This study compared the behavioral and school problems of young children whose mothers participated in two different income support programs, Jobs First and AFDC. The analyses also included measures of maternal education, maternal health, maternal psychological factors, and family environment....

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics