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

Abstract

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. ********** Among public school teachers who abandon the profession due to dissatisfaction with teaching as a career, the primary reason is classroom behavior problems (National Center for Education Statistics, 2002). Unfortunately, discipline problems are commonplace in many schools, and the majority of these problems emanate from behavior patterns established during the early childhood years (Webster-Stratton, 2000). Although estimates vary, approximately 3-6% of the school-age population is in need of special education services because of emotional/behavioral problems (Kauffman & Landrum, 2009). Research further indicates that between 7 to 25% of young children demonstrate externalizing behavior disorders (Loeber, Burke, Lahey, Winters, & Zera, 2000). According to Webster-Stratton (1997), 50% of preschoolers with behavior problems are later identified for special education services. In general, poor social-emotional adjustment is associated with later academic problems (Loeber, 1990; Markowitz et al., 2006). Children with challenging behavior receive less support, nurturing, and positive feedback than other children (Raver & Knitzer, 2002; Shores, Gunter, & Jack, 1993). Finally, both teachers and students tend to reject children who exhibit challenging behavior (Kendziora, 2004). Children who begin their schooling with a repertoire of behaviors that are appropriate to the classroom are more likely to be successful learners (Conroy, Hendrickson, & Hester, 2004; Sugai & Horner, 2006). Yet, despite empirical evidence of successful early interventions for young children at risk for or with behavior problems (e.g., McEvoy & Welker, 2000; Strain & Timm, 2001, Webster-Stratton, 2000), it is not uncommon to find classrooms characterized by teacher reprimands for inappropriate behavior (Van Acker, 2004), coercive interchanges between teachers and children (Kern, White, & Gresham, 2007; Shores et al., 1993), and limited use of positive teacher feedback (Sugai & Horner, 2006). This underscores the need for teachers to have the skills necessary to promote positive pupil classroom behavior (Kenziora, 2004). Researchers (e.g., Dodge; 1993; Kaiser & Hester, 1997) have long emphasized the importance of quality early childhood education that is determined, to a large extent, by the nature of teacher-pupil interactions (DeKruif, McWilliam, Ridley, & Wakely, 2000). That is, quality instruction stems not only from the content of the curriculum, but also the process of teaching, that is, how teachers teach a curriculum and how they interact with children (DeKruif et al., 2000; Pianta, 2006). This conceptualization highlights the pivotal role of teachers of young children with challenging behaviors and the goal of establishing positive, supportive, inclusive learning environments that stem from empirically-supported teaching strategies (IDEA, 1997, 2004: NCLB, 2002). …