In this article, we provide guidance about when planned ignoring should be considered, questions that may arise, and step-by-step procedures for implementing. A scenario of a kindergarten student is used to illustrate planned ignoring and possible questions regarding implementation in an educational setting. Forms and resources are provided to assist with classroom implementation.
CarrR. N. (2021). Ethical considerations in special education research. In HottB. L.BrighamF.PeltierC. (Eds.), Research methods in special education (pp. 55–70). SLACK Books.
ConroyM. A.AsmusJ. M.LadwigC. N.SellersJ. A.ValcanteG. (2004). The effects of proximity on the classroom behaviors of students with autism in general education settings. Behavioral Disorders, 29(2), 119–129. https://doi.org/10.1177/019874290402900201
4.
Council for Exceptional Children. (2014). Standards for evidence-based practices in special education. Exceptional Children, 80(4), 504–511. https://doi.org/10.1177/0014402914531388
5.
EnnisR. P. (2018). Group contingencies to increase appropriate behaviors in the classroom: Tips for success. Beyond Behavior, 27(2), 82–89. https://doi.org/10.1177/1074295617728509
6.
EnnisR. P.RoyerD. J.LaneK. L.GriffithC. E. (2017). A systematic review of precorrection in PK-12 settings. Education and Treatment of Children, 40(4), 465–495. https://doi.org/10.1353/etc.2017.0021
7.
GageN. A.ScottT.HirnR.MacSuga-GageA. S. (2018). The relationship between teachers’ implementation of classroom management practices and student behavior in elementary school. Behavioral Disorders, 43(2), 302–315. https://doi.org/10.1177/0198742917714809
8.
GohH.-L.IwataB. A.DeLeonI. G. (2000). Competition between noncontingent and contingent reinforcement schedules during response acquisition. Journal of Applied Behavior Analysis, 33(2), 195–205. https://doi.org/10.1901/jaba.2000.33-195
9.
HesterP.HendricksonJ.GableR. (2009). Forty years later—The value of praise, ignoring, and rules for preschoolers at risk for behavior disorders. Education and Treatment of Children, 32(4), 513–535. https://doi.org/10.1353/etc.0.0067
10.
HottB. L.BerkeleyS.ReidC. C.RaymondL. (2019). An analysis of special education practitioner journals: A focus on behavior. Exceptionality, 28(5), 333–348. https://doi.org/10.1080/09362835.2019.1579724
11.
JanneyD. M.UmbreitJ.FerroJ. B.LiaupsinC. J.LaneK. L. (2012). The effect of the extinction procedure in function-based intervention. Journal of Positive Behavior Interventions, 15(2), 113–123. https://doi.org/10.1177/1098300712441973
12.
KernL.ClemensN. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65–75. https://doi.org/10.1002/pits.20206
13.
MagginD. M.BartonE.ReichowB.LaneK.ShogrenK. A. (2021). Commentary on the What Works Clearinghouse Standards and Procedures Handbook (v. 4.1) for the review of single-case research. Remedial and Special Education, 43, 421–433. https://doi.org/10.1177/07419325211051317
14.
PoduskaJ. M.KurkiA. (2014). Guided by theory, informed by practice: Training and support for the good behavior game, a classroom-based behavior management strategy. Journal of Emotional and Behavioral Disorders, 22(2), 83–94. https://doi.org/10.1177/1063426614522692
15.
PenceS. T.St PeterC. C. (2018). Training educators to collect accurate descriptive-assessment data. Education and Treatment of Children, 41(2), 197–221. https://doi.org/10.1353/etc.2018.0008
16.
PokorskiE. A.BartonE. E. (2020). A systematic review of the ethics of punishment-based procedures for young children with disabilities. Remedial and Special Education, 42(4), 262–275. https://doi.org/10.1177/0741932520918859
17.
RobackerC. M.RiveraC. J.WarrenS. H. (2016). A token economy made easy through ClassDojo. Intervention in School and Clinic, 52(1), 39–43. https://doi.org/10.1177/1053451216630279
