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Gentle teaching and applied behavior analysis: a critical review.
1Department of Psychology, University College of North Wales, Bangor, Gwynedd, United Kingdom.
Journal of Applied Behavior Analysis
|January 1, 1992
Summary
Gentle teaching and applied behavior analysis can be complementary, not conflicting, approaches for individuals with intellectual disabilities. This paper examines their relationship, highlighting benefits and drawbacks of gentle teaching.
Area of Science:
- Behavioral Science
- Developmental Psychology
- Special Education
Background:
- Gentle teaching has faced increasing controversy in recent years.
- The relationship between gentle teaching and applied behavior analysis is a key point of contention.
Purpose of the Study:
- To explore the controversy surrounding gentle teaching.
- To examine the connection between gentle teaching and applied behavior analysis.
- To discuss the pros and cons of gentle teaching.
Main Methods:
- Literature review and critical analysis of existing research.
- Examination of theoretical frameworks of both gentle teaching and applied behavior analysis.
- Discussion of practical implications for individuals with mental retardation.
Main Results:
- Gentle teaching offers distinct advantages, particularly in fostering positive relationships.
- Potential disadvantages of gentle teaching include challenges in consistent implementation.
- Applied behavior analysis provides structured, data-driven interventions.
Conclusions:
- Gentle teaching and applied behavior analysis are not inherently mutually exclusive.
- Integration of both approaches may offer a more comprehensive support system.
- Further research is needed to explore synergistic applications for individuals with intellectual disabilities.