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OALib Journal期刊
ISSN: 2333-9721
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-  2018 

Effective Low

DOI: 10.1177/1074295618799082

Keywords: management,school/classroom,education/training,teacher(s),effective,instruction

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Abstract:

Researchers have identified low-intensity classroom management strategies that, when implemented consistently, lead to significant improvements in student behavior. The strategies detailed in this special issue—behavior-specific praise, high-probability request sequence, precorrection, active supervision, instructional choice, and instructional feedback—can easily be embedded within academic instruction and result in decreased student disruptive behavior and increased academic engagement

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