Teacher-Provided Positive Attending to Improve Student Behavior

Disruptive behaviors can create significant difficulties within the classroom. Problems are compounded when students experience an emotional or behavioral disorder (EBD). An often underutilized teacher-implemented behavioral classroom management technique is the application of positive attending (i.e., labeled praise). While many teachers utilize general praise, strategic use of positive attending as an evidence-based positive reinforcement procedure can provide educators with a powerful management strategy for students motivated by attention. Effective use can serve to encourage and maintain student’s appropriate behavior, as well as prevent some disruptive behavior. The purpose of this article is to provide teachers (and other managers of child behavior) with a concise and applicable series of evidence- and experience-based recommendations for effective implementation of positive attending within the classroom. Aspects of use including specificity, immediacy, frequency, consistency, prevention, and avoidance of derogatory feedback/criticism are detailed. Evaluation methods, as well as common reactions and concerns that teachers may present with are outlined.