The Contingent Use of Teacher Attention and Praise in Reducing Classroom Behavior Problems
1 We are extremely indebted to the principal of Hays School. Urbana. 111.. John M. Bustard, for his complete .support of our work and to the teachers who made this research possible: Connie Carlson. Barbara Creinin. Joan Gusinow, Ozella Kelker and Mary Thomas. We also wish to acknowledge the assistance and support of Dr. Lowell M. Johnson. Director of Elementary Education. Urbana School District, Unit S116. This study was supported by grant HD40881-04 from the National Institute of Child Health and Human Development.