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- W2053383869 abstract "The Elementary SchoolJournal Volume 83, Number 3 ? 1983 by The University of Chicago. All rights reserved. 0013-5984/83/8303-0005$01.00 There has been an unprecedented cry from school administrators for teachertraining institutions to promote preservice educators' skills in managing classroom behavior (Duke 1978). Beyond the concern of school officials, 11 of 12 Gallup polls between 1969 and 1980 report that Americans consider discipline to be the major problem in public schools. These are particularly critical concerns in view of federal legislation and litigation requiring even chronically disruptive children to be educated in less restrictive settings, often interpreted as the regular classroom (Abeson & Zettell 1982; Dybwad 1982). There is therefore an increased demand for educators to develop skills in managing all students, even the most severe conduct problems. Disciplinary tactics must go beyond traditional practices, which are likely to fail with many severely behaviorally disordered children. The purpose of this paper is to present a comprehensive approach to teaching and motivating positive social behavior with children and youths for whom traditional approaches have been ineffective. However, the principles and practices described in this paper may also be adopted as a preventative measure. Prior to examining this approach, the limitations of the traditional disciplinary model will be examined." @default.
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- W2053383869 date "1983-01-01" @default.
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- W2053383869 title "The Prosocial Response Formation Technique" @default.
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- W2053383869 doi "https://doi.org/10.1086/461312" @default.
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