Strategies to Increase Behavior-Specific Teacher Praise in an Inclusive Environment

Autor/inn/en	Musti-Rao, Shobana; Haydon, Todd
Titel	Strategies to Increase Behavior-Specific Teacher Praise in an Inclusive Environment
Quelle	In: Intervention in School and Clinic, 47 (2011) 2, S.91-97 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451211414187
Schlagwörter	Classroom Techniques; Student Behavior; Positive Reinforcement; Behavior Modification; Inclusion; Mainstreaming; Behavior Problems; Guides; Classroom Environment; Self Control; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Klassenführung; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Inklusion; Handbuch; Leitfaden; Klassenklima; Unterrichtsklima; Selbstbeherrschung
Abstract	Managing students' disruptive behavior in the classroom can be a time-consuming task and greatly reduces the amount of time teachers spend on instruction. Although there are several research-validated classroom management strategies, teachers are more likely to adopt strategies that are less time-consuming than strategies that take more time or require a great deal of teacher preparation. This article highlights behavior-specific praise (BSP), a simple strategy that teachers can use across all grade levels. The article presents eight easy-to-use strategies for teachers to increase their use of praise statements. Increasing teacher praise will not only decrease disruptive behaviors but also create a positive learning environment. (Contains 2 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10