@article{ref1,
title="Forty years later -- the value of praise, ignoring, and rules for preschoolers at risk for behavior disorders",
journal="Education and treatment of children",
year="2009",
author="Hester, Peggy P. and Hendrickson, Jo M. and Gable, Robert A.",
volume="32",
number="4",
pages="513-535",
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.<p /><p>Language: en</p>",
language="en",
issn="0748-8491",
doi="",
url="http://dx.doi.org/"
}