Comment soutenir l’engagement tout en diminuant la fréquence des comportements perturbateurs des élèves au secondaire ?
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Published:2022
Issue:1
Volume:12
Page:14
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ISSN:1927-3215
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Container-title:Apprendre et enseigner aujourd’hui: Revue du Conseil pédagogique interdisciplinaire du Québec
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language:fr
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Short-container-title:Apprendre et enseigner aujourd’hui
Publisher
Consortium Erudit
Reference12 articles.
1. Allday, A., Hinkson-Lee, K., Hudson, T., Neilsen-Gatti, S., Kleinke, A., Russel, C. S. (2012). Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD. Behavorial Disorders, 37(2), 87-98. 2. Bowman-Perrott, L., Burke, M. D., Zaini, S., Zhang, N. et Vannest, K. (2016). Promoting Positive Behavior Using the Good Behavior Game. Journal of Positive Behavior Interventions, 18(3), 180-190. 3. Caldarella, P., Larsen, R. A. A., Williams, L., Wills, H. P. et Wehby, J. H. (2019). Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers. Education and Treatment of Children, 42(4), 447-468. 4. Caldarella, P., Larsen, R. A. A., Williams, L. et Wills, H. P. (2021). Effects of Middle School Teachers’ Praise-to-Reprimand Ratios on Students’ Classroom Behavior. Journal of Positive Behavior Interventions. 5. Downs, K. R., Caldarella, P., Larsen, R. A. A., Charlton, C. T., Wills, H. P., Kamps, D. M. et Wehby, J. H. (2019). Teacher Praise and Reprimands: The Differential Response of Students at Risk of Emotional and Behavioral Disorders. Journal of Positive Behavior Interventions, 21(3), 135-147.
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