There are various opinions concerning the value of positive reinforcement when discussing modifying behaviors of young children. In some cases, individuals considered positive reinforcement difficult to implement and, in extreme cases, even felt it to be detrimental. Educators often use praise interchangeably with positive reinforcement when indeed an important distinction exists between the two. This paper discusses the differences between positive reinforcement and praise and demonstrates how to effectively apply positive reinforcement to help manage behavior of young children.

In this article, the narrow, standardized criteria rural school corporations typically use to identify gifted and talented students are examined. The authors suggest that individual assessment be comprehensive and culturally specific. Particular procedures are recommended to assist in the identification of rural gifted children who are disadvantaged. Additionally, examples of appropriate curriculum intervention, specifically using the resources and talents of rural communities, are presented along with recommendations for using computer technology to link rural communities with other places and other people.