Translated by Erten GÖKÇE

Forty years later - The value of praise, ignoring, and rules for preschoolers at risk for behavior disorders

Ampirik olarak desteklenmiş öğretim stratejilerinin (IDEA, 1997, 2004: NCLB, 2002) uygulanmasına dayalı olarak öğretmenlerin olumlu, destekleyici, kapsamlı öğrenme ortamları oluşturmadaki önemli rolleri tartışılmaz. Bununla birlikte, yanlış davranışları azarlayan öğretmenlerle, öğretmenler ve öğrenciler arasındaki karşılıklı zorlayıcı değişimlerle ve olumlu öğretmen dönütünün sınırlı kullanımıyla karakterize edilen sınıflar bulmak olağan bir durumdur. Bu durum, davranış bozukluğu riski altındaki küçük çocukların olumlu sosyal ve akademik gelişimlerini artırma konusunda öğretmenlerin bilimsel olarak desteklenmiş stratejileri uygulama gereksinimlerine işaret eder. Olumlu davranış desteklerine olan çok katmanlı bir yaklaşım ortamında, etkinliklerine ilişkin boylamsal bir kanıtın bulunduğu övgü, planlı aldırmazlık ve sınıf içi kurallar olmak üzere üç adet sınıf düzeyi müdahale stratejilerini tekrar değerlendirmeye karar vermiş durumdayız. Her biri, öğretmen-öğrenci ilişkilerini geliştirmek, olumlu öğrenme grupları oluşturmak ve zor davranışları yönetmek amacı yanında, sınıf öğretmenleri tarafından kullanılacak ana esaslarla birlikte ele alınmaktadır.

Kırk yıl sonra – davranış bozukluğu gösterme riski olan okulöncesi çağı çocuklar için kuralların, övgünün ve planlı aldırmazlığın önemi

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.

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