Abstract: Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. In that there have been significant advances in the knowledge of what constitutes effective classroom management, a review of past-to-present literature was conducted to determine whether it is time to alter the thinking about one or more of these basic behavioral strategies. The research conducted over the years supports the basic tenets of these strategies, but with some important caveats. Finally, there are several newer strategies that warrant attention. Keywords: interventions; behavior, classroom; management; behavior Article: Some 40 years ago, researchers began a series of studies on classroom rules, teacher praise, planned ignoring, and verbal reprimands. Among the most widely cited studies were those conducted by A review of the accumulated literature was conducted to determine how past-to-present research might inform current classroom management practices in general and special education. The review of the literature included general education, special education, and psychology, from the 1960s to the present. The key search words were (a) teacher praise and attention, (b) verbal praise, (c) classroom rules and expectations, (d) ignoring, (e) extinction, (f) inappropriate behavior, (g) reprimands, (h) positive feedback, and (i) recruiting positive attention. In all, approximately 50 different sources were examined, including empirical studies, literature reviews, position papers, and textbooks. In what follows, the relationship among the following classroom practices is discussed: rules, praise, ignoring, and reprimands. The circumstances under which one or more of these strategies are most likely to have a positive influence on student behavior were examined. The conditions under which one or more of these practices may not be effective or may even have a deleterious effect on student behavior is detailed. Changes in thinking that have occurred over time, including the emergent strategies of contingent instruction and precorrection are highlighted. Finally, the accumulated literature on rules, praise, ignoring, and reprimands is summarized, and suggested ways are provided that school personnel might increase the positive effects of these longstanding class-room management practices
