Teacher praise is an effective classroom management tool. Training teachers to increase their use of praise can improve student disruptive and off-task behavior. The purpose of this article is to examine different characteristics of praise and the training methods used in the literature. Training methods with positive treatment acceptability and…

Teacher praise is an effective classroom management tool. Training teachers to increase their use of praise can improve student disruptive and off-task behavior. The purpose of this article is to examine different characteristics of praise and the training methods used in the literature. Training methods with positive treatment acceptability and…

Many authors recommend various praise to reprimand ratios for teachers to use to manage their classrooms (e.g., Flora, 2000; Nafpaktitis, Mayer, & Butterworth, 1985; Wheldall, 2005); however, these recommendations are based on correlational data or secondary findings from studies not directly manipulating the praise to reprimand ratio. The…

"Educator or Bully?" offers a comprehensive approach to classroom management for both novice and veteran teachers who are interested in examining their current classroom management performance, especially with respect to how it reflects the characteristics of the 21st century classroom. Practices presented are based on sound educational theory.…

This study sought to examine the structure and consistency of perceptions of behavior deceleration procedures within populations, provide a preliminary "index" of acceptability, determine if these procedures can be categorized into meaningful groups, and examine the consistency of perceptions across populations. Subjects were 20…

The article describes the use of interrupted behavior chains to teach communication skills in natural settings with autistic students. Empirical and theoretical bases for the training strategy are explained as are specific procedures for implementing the strategy. Implications of the strategy for classroom organization and service delivery are…

Reviews self-control instruction for retarded students and describes a self-recording training procedure. Five moderately retarded adolescents were taught to self-record a training behavior and generalize the self-recording behavior to idiosyncratic behaviors. Subject-observer agreement is reported, along with monitoring effects on the…

Describes the Irvin Paraprofessional Program (IPP), a 12-week intensive intervention that includes: (1) direct intervention to children with attention deficit hyperactivity disorder by specially trained paraprofessionals; (2) teacher consultation by the school psychologists on effective classroom management strategies; (3) school-based…

This guide shows how principles of functional assessment can be applied to behavior problems of students with mental retardation to identify the behavior's purposes and plan for more effective intervention in classrooms, supported living settings, and work settings. It shows how to conduct a functional assessment and link assessment results to…

A self-management training and reinforcement package was implemented with three seriously emotionally disturbed adolescents. After five weeks of training, all subjects demonstrated substantial improvements in classroom behavior when the teacher was out of the room, though explicit instruction was required for transfer of skills to walking between…