TY  - JOUR
PY  - 2009//
TI  - Forty years later -- the value of praise, ignoring, and rules for preschoolers at risk for behavior disorders
JO  - Education and treatment of children
A1  - Hester, Peggy P.
A1  - Hendrickson, Jo M.
A1  - Gable, Robert A.
SP  - 513
EP  - 535
VL  - 32
IS  - 4
N2  - 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>
LA  - en
SN  - 0748-8491
UR  - http://dx.doi.org/
ID  - ref1
ER  -