T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 48 , N o. 5 , pp . 25 0 – 25 7. C op yr ig ht 2 01 6 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 66 43 70 7 Alex is a new second-grade teacher whose classroom includes students both with and without emotional and behavioral disorders (EBD). She began her career feeling confident but has encountered difficulty with Chad, a student who frequently exhibits noncompliance and tantrums when he is unable to get his way. Although many experienced teachers have suggested Alex use positive attending to encourage Chad’s appropriate behavior, she is embarrassed to admit that she never received specific training in this strategy and is unsure what to do; she suspects just saying “Good job” isn't enough. Although Alex realizes that Chad (and others in her class) would benefit from her using positive attending, she is unsure how to effectively use the technique.

中文翻译：

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教师提供的积极出勤以改善学生行为

TEA CH IN GE xcep ti on al Child ren, Vol. 48 号 5，页。25 0 – 25 7. 版权 2 01 6 A ut hor(s) 。DOI：1 0. 11 77 /0 04 00 59 91 66 43 70 7 Alex 是一名新的二年级教师，他的课堂包括有和没有情绪和行为障碍 (EBD) 的学生。她开始她的职业生涯时充满信心，但遇到了查德的困难，查德经常表现出不遵守规定和在无法如愿的情况下发脾气。尽管许多有经验的老师建议 Alex 使用积极参与来鼓励 Chad 的适当行为，但她很尴尬地承认自己从未接受过这种策略的具体培训，也不确定该怎么做；她怀疑仅仅说“干得好”是不够的。