Abstract:
The problem. Thus far teacher training has not incorporated a procedure which reduces inappropriate teacher-student interactions while
at the same time increases appropriate teacher-student interactions.
Procedure. The present study required three preschool teachers in separate classrooms to engage in a Positive Practice procedure of praising four other children contingent upon each negative teacher-student interaction recorded by a
classroom observer in each classroom.
Findings. Rates and percentages of Positive teacher-student interactions were higher for the Post-Treatment conditions as compared to the Pre-Treatment condition for all teachers in all activities. Mean negative teacher-student
interaction frequencies were lower for the Post-
Treatment conditions as compared to the Pre-Treatment conditions for all Teachers. Conclusions. Positive Practice for teachers is an
appropriate training technique for acquiring an acceptable positive-negative interaction ratio in preschool olassrooms.
Recommendations. Further research using Positive
Practice in addition to self recording and fading procedures should be investigated to provide the most efficacious and parsimonious teacher training package.
