Forty Years Later--The Value of Praise, Ignoring, and Rules for Preschoolers at Risk for Behavior Disorders

Autor/inn/en	Hester, Peggy P.; Hendrickson, Jo M.; Gable, Robert A.
Titel	Forty Years Later--The Value of Praise, Ignoring, and Rules for Preschoolers at Risk for Behavior Disorders
Quelle	In: Education and Treatment of Children, 32 (2009) 4, S.513-535 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Frühe Kindheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Disziplin; Selbstbeherrschung; Lehrerrolle
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10