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Direct linkFields, Barry – Australasian Journal of Early Childhood, 2012
Increasingly, early childhood practitioners are faced with children who present with significant levels of oppositional and defiant behaviour. The management of this behaviour is often difficult and stressful. Efforts to minimise disruptive behaviour and to encourage more prosocial behaviour have very much revolved around the teaching of…
Descriptors: Behavior Problems, Child Behavior, Discipline, Positive Reinforcement
Peer reviewedLeach, David J.; Byrne, Mitchell K. – Educational Psychology, 1986
Randomly selected students from two disruptive classes (n=28 and n=30) were subjected to a daily report card reinforcement system. The study employed a time series design. Results showed significant improvements in work and behavior of both sets of target students and positive 'spill-over' effects in one class. Concludes with recommendations for…
Descriptors: Behavior Problems, Discipline, Family School Relationship, Foreign Countries
Peer reviewedFerguson, Elizabeth; Houghton, Stephen – Educational Studies, 1992
Presents study results examining the effectiveness of teacher praise on children's on-task behavior. Describes Canter's Assertive Discipline, its use in Australia, and the basics of a study of the technique. Reports that all teacher subjects increased rates of praising following training, and all but one student improved levels of behavior.…
Descriptors: Academic Achievement, Classroom Research, Classroom Techniques, Discipline
