ERIC Number: EJ859068
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 68
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 and Treatment of Children, v32 n4 p513-535 2009
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.
Descriptors: Young Children, Behavior Problems, Behavior Disorders, Teacher Student Relationship, At Risk Students, Classroom Techniques, Discipline, Self Control, Feedback (Response), Positive Reinforcement, Teacher Role, Prosocial Behavior
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Preschool Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001