References
- Abikoff, H., Courtney, M., Pelham, W. E., & Koplewicz, H. S. (1993). Teachers’ ratings of disruptive behaviors: The influence of halo effects. Journal of Abnormal Psychology, 21, 519–533.
- Achenbach, T. M. (1991). Child Behavior Checklist/4-18. Burlington, VT: University of Vermont.
- Beaman, R., & Wheldall, K. (2000). Teachers’ use of approval and disapproval in the classroom. Educational Psychology, 20, 431–446.
- Burnett, P. C. (2002). Teacher praise and feedback and students’ perceptions of the classroom environment. Educational Psychology, 22, 1–16.
- Center for Effective Collaboration and Practice. (2001). School connectedness: Improving students' lives monograph. Retrieved from http://cecp.air.org
- Chalk, K., & Bizo, L. A. (2004). Specific praise improves on-task behavior and numeracy enjoyment: A study of year four pupils engaged in the numeracy hour. Educational Psychology in Practice, 20, 335–351.
- Drummond, T. (1994). The Student Risk Screening Scale (SRSS). Grants Pass, OR: Josephine County Mental Health Program.
- Fedor, D. B., Davis, W. D., Maslyn, J. M., & Mathieson, K. (2001). Performance improvement efforts in response to negative feedback: The roles of source power and recipient self-esteem. Journal of Management, 27, 79–97.
- Gable, R. A., Hendrickson, J. M., Young, C. C., Shores, R. E., & Stowitschek, J. J. (1983). A comparison of teacher approval and disapproval statements across categories of exceptionality. Journal of Special Education Technology, 6, 15–22.
- George, H. P., Kincaid, D., & Pollard–Sage, J. (2009). Primary-tier interventions and supports. In W. Sailor, G. Dunlap, G. Sugai, & R. H. Horner (Eds.), Handbook of positive behavior support (pp. 375–394). New York, NY: Springer.
- Gunter, P. L., & Coutinho, M. J. (1997). Negative reinforcement in classrooms: What we’re beginning to learn. Teacher Education and Special Education, 20, 249–264.
- Hamre, B. K., & Pianta, R. C. (2001). Early teacher child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625–638.
- Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first grade classroom make a difference for children at risk of school failure? Child Development, 76, 949–967.
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.
- Henricsson, L., & Rydell, A. (2004). Elementary school children with behavior problems: Teacher–child relations and self-perception. A prospective study. Merrill-Palmer Quarterly, 50, 111–138.
- Ilies, R., & Judge, T. A. (2005). Goal regulation across time: The effects of feedback and affect. Journal of Applied Psychology, 90, 453–467.
- Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525.
- Kauffman, J. M., & Landrum, T. J. (2009). Characteristics of emotional and behavioral disorders of children and youth (9th ed.). Upper Saddle River, NJ: Prentice Hall.
- Keller, C. L., Brady, M. P., & Taylor, R. L. (2005). Using self-evaluation to improve student teacher interns’ use of specific praise. Education and Training in Developmental Disabilities, 40, 368–376.
- Kerr, M. M., & Nelson, C. M. (2006). Strategies for addressing behavior problems in the classroom (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
- Lane, K. L., Parks, R. J., Robertson Kalberg, J. & Carter, E.W. (2007). Systematic Screening at the middle school level: Score reliability and validity of the Student Risk Screening Scale. Journal of Emotional and Behavioral Disorders, 15, 209–222.
- Lingo, A. S., Jolivette, K., & Barton-Arwood, S. M. (2009). Visual and oral feedback to promote appropriate social behavior for a student with emotional and behavioral disorders. Preventing School Failure, 54, 24–29.
- McEvoy, A., & Welker, R. (2000). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8, 130–141.
- Myers, D. M, Simonsen, B., & Sugai, G. (2011). Increasing teachers’ use of praise with a response-to-intervention approach. Education and Treatment of Children, 34, 35–59.
- Nelson, J. R., & Roberts, M. L. (2000). Ongoing reciprocal teacher–student interactions involving disruptive behaviors in general education classrooms. Journal of Emotional and Behavioral Disorders, 8, 27–38.
- Partin, T. C. M., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2009). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Failure, 54, 172–178.
- Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher–student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 365–386). New York, NY: Springer.
- Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research and applications (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
- Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92–102.
- Sprick, R. S. (1981). The solution book: A guide to classroom discipline. Chicago, IL: Science Research Associates.
- Sprick, R. S. (2006). Discipline in the secondary classroom: A positive approach to behavior management. San Francisco, CA: Jossey-Bass.
- Sprick, R. S., Garrison, M., & Howard, L. (2002). Foundations: Establishing positive discipline and school-wide behavior support (2nd ed.). Longmont, CO: Sopris West.
- Sutherland, K. (2000). Promoting positive interactions between teachers and students with emotional/behavioral disorders. Preventing School Failure, 44, 110–115.
- Sutherland, K. S., Lewis–Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. Journal of Special Education, 41, 223–233.
- Sutherland, K. S., & Wehby, J. H. (2001). The effects of self-evaluation on teaching behavior in classroom for students with emotional and behavioral disorders. Journal of Special Education, 35, 161–171.
- Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior specific praise on the on-task behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 8, 2–8.
- Wehby, J. H., Symons, F. J., Canale, J. A., & Go, F. J. (1998). Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies between recommendations and observations. Behavior Disorders, 2, 51–56.