Special thanks go to the Editors of Beyond Behavior for allowing us to guest edit this special issue focused on the effective use of positive reinforcement for students with emotional and behavioral disorders (EBD). Having both taught in self-contained classrooms for students with EBD, we are acutely aware of the power and necessity of positive feedback with students whose histories are rife with failure and negativity. Still, despite overwhelming and in our view, inarguable evidence of positive reinforcement’s positive potential, myths regarding its ineffective or even counter-productive nature continue to resonate in educational circles. While there are one or two purveyors of this faulty notion that have been particularly responsible for our most recent frustrations (and the impetus for this issue), we have also found that slivers of misinformation permeate the majority of schools. These faulty notions are what we counter with science and logic in this series of articles.

中文翻译：

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学校中的积极强化：逻辑与应用

特别感谢Beyond Behavior的编辑为了让我们来宾编辑这个特殊问题，重点是针对情绪和行为障碍（EBD）的学生有效使用正强化。这两人都在EBD学生的独立教室中任教，我们敏锐地意识到，历史上充斥着失败和消极情绪的学生积极反馈的力量和必要性。尽管如此，尽管我们认为压倒性的补强势不可挡，但毫无疑问的证据表明，积极补强的积极潜力，有关其无效或什至适得其反的性质的神话仍在教育界引起共鸣。尽管有一个或两个错误观念的传播者对我们最近的挫败感（以及对这一问题的推动力）尤其负有责任，但我们还发现，大多数学校流传着错误的信息。