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Forty Years Later--The Value of Praise, Ignoring, and Rules for Preschoolers at Risk for Behavior Disorders
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Hester, Peggy P.; Hendrickson, Jo M.; Gable, Robert A. – Education and Treatment of Children, 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…
Descriptors: Young Children, Behavior Problems, Behavior Disorders, Teacher Student Relationship
A Comparison of Teacher Approval and Disapproval Statements across Categories of Exceptionality.
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Gable, Robert A.; And Others – Journal of Special Education Technology, 1983
Observation of 97 teachers during group instruction of elementary students with mental retardation, severe multihandicaps, and learning disabilities and/or behavior disorders revealed that teachers made limited use of praise over criticism in managing classroom behavior. (CL)
Descriptors: Behavior Disorders, Classroom Techniques, Disabilities, Elementary Education
Hard Times and an Uncertain Future: Issues that Confront the Field of Emotional/Behavioral Disorders
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Gable, Robert A. – Education and Treatment of Children, 2004
In this article, I examine challenges to better preparing teachers of students with emotional/behavioral disorders (E/BD). Foremost among these challenges is the lack of agreement regarding a conceptual framework upon which to build quality prevention/intervention practices; instead, various authorities advocate disparate approaches, not all of…
Descriptors: Teaching Methods, Scientific Research, Intervention, Public Education
Preservice Preparation and Classroom Practices of Teachers of Students with Emotional/Behavioral Disorders.
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Gable, Robert A.; And Others – Behavioral Disorders, 1992
A survey of 111 teachers and 25 teacher trainers of students with emotional and/or behavioral disorders found general consistency between groups on time requirements, importance of competencies, and adequacy of teacher preparation programs in 6 competency areas: assessment, planning, instruction, behavior management, consulting, and administrative…
Descriptors: Administration, Behavior Change, Behavior Disorders, Classroom Techniques