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2 Reinforcement Versus Punishment: Ethical Considerations When Choosing Behavior Management Procedures
Thursday, July 23, 2009
Mega Center (Pheasant Run Resort and Conference Center)
Choosing a behavior intervention that is right for your student can be a tough decision. Additionally, Positive Behavioral Supports emphasizes that educational teams must consider reinforcement-based procedures prior to considering punishment-based procedures. This poster will provide an overview of reinforcement-based options such as token economies and differential reinforcement. Participants will have the opportunity to review ethical considerations and evidence in support of reinforcement-based interventions while comparing the benefits for each procedure.
Individuals involved in the field of special education frequently debate best practices from an extensive array of available intervention options (Heflin & Simpson, 1998). Practitioners are often concerned about the efficacy of treatment interventions and more importantly, the ethical considerations that permeate the field of special education (Poling & Ryan, 1982; Newman, Reeve, Reeve, & Ryan, 2003). This poster will delineate research supporting reinforcement-based procedures and the impact of interventions in reducing challenging behaviors. Ethical considerations will be explored in order to advance the understanding of parents and practitioners working among children with autism spectrum disorders.
Systematic behavior management procedures ranging from mild to intrusive have shown decreases in challenging behaviors for children with autism. The efficacy of various behavior management procedures depends upon on making the right choice for the individual and team. Choosing mild or intrusive procedures is a process that should depend on careful consideration of underlying child characteristics. Characteristics of the child that need to be considered include social, emotional, and sensory needs while incorporating what makes the child feel safe, comfortable, and calm. Preference assessments should be conducted to determine reinforcers for the child. Additionally, parent and practitioner resources and energy should be considered when making the right decision regarding behavioral interventions. Making the right decisions and choosing an effective procedure requires parents and practitioners to be educated and knowledgeable about options available for behavior management procedures. Further, the current trend of Positive Behavioral Supports encourages practitioners to consider ethics when determining interventions, necessitating that punishment-based procedures are considered secondary to reinforcement-based interventions (Filter, 2007). Reinforcement-based procedures are generally best-practice when working among all children (Cowdery, Iwata, & Pace, 1990).
This poster will discuss the increase in autism spectrum disorder prevalence over the past decade. As a result of the increase in prevalence, more students with autism spectrum disorders are being serviced in public school facilities. Many general and special educators do not have the expertise needed to support students with autism and/or behavioral needs. The lack of autism and behavioral training results in teacher frustration which induces use of punishment-based procedures out of desperation. Because punishment-based procedures are often used, educators need training on how to apply feasible, reinforcement-based interventions when working among the autism population.
This poster will define positive and negative reinforcement in contrast to positive and negative punishment. Emphasis will be placed on describing reinforcement-based procedures for use when working among children with autism. Token economies and differential reinforcement are examples of effective reinforcement-based procedures that will be discussed (Cooper, Heron, & Heward, 1987). Visual supports of reinforcement-based interventions will be provided to support enhanced understanding of the strategies.
Participants will have the opportunity to review the evidence for reinforcement-based procedures while comparing the benefits and barriers associated with practical application. Further, ethical components that should be considered when choosing a behavior management procedure will be presented. Information will be given in regards to making sound decisions about behavior management options that best meet child and team needs. The poster will offer suggestions for providing support to educators that service students with autism spectrum disorders.Bottom of Form
Systematic behavior management procedures ranging from mild to intrusive have shown decreases in challenging behaviors for children with autism. The efficacy of various behavior management procedures depends upon on making the right choice for the individual and team. Choosing mild or intrusive procedures is a process that should depend on careful consideration of underlying child characteristics. Characteristics of the child that need to be considered include social, emotional, and sensory needs while incorporating what makes the child feel safe, comfortable, and calm. Preference assessments should be conducted to determine reinforcers for the child. Additionally, parent and practitioner resources and energy should be considered when making the right decision regarding behavioral interventions. Making the right decisions and choosing an effective procedure requires parents and practitioners to be educated and knowledgeable about options available for behavior management procedures. Further, the current trend of Positive Behavioral Supports encourages practitioners to consider ethics when determining interventions, necessitating that punishment-based procedures are considered secondary to reinforcement-based interventions (Filter, 2007). Reinforcement-based procedures are generally best-practice when working among all children (Cowdery, Iwata, & Pace, 1990).
This poster will discuss the increase in autism spectrum disorder prevalence over the past decade. As a result of the increase in prevalence, more students with autism spectrum disorders are being serviced in public school facilities. Many general and special educators do not have the expertise needed to support students with autism and/or behavioral needs. The lack of autism and behavioral training results in teacher frustration which induces use of punishment-based procedures out of desperation. Because punishment-based procedures are often used, educators need training on how to apply feasible, reinforcement-based interventions when working among the autism population.
This poster will define positive and negative reinforcement in contrast to positive and negative punishment. Emphasis will be placed on describing reinforcement-based procedures for use when working among children with autism. Token economies and differential reinforcement are examples of effective reinforcement-based procedures that will be discussed (Cooper, Heron, & Heward, 1987). Visual supports of reinforcement-based interventions will be provided to support enhanced understanding of the strategies.
Participants will have the opportunity to review the evidence for reinforcement-based procedures while comparing the benefits and barriers associated with practical application. Further, ethical components that should be considered when choosing a behavior management procedure will be presented. Information will be given in regards to making sound decisions about behavior management options that best meet child and team needs. The poster will offer suggestions for providing support to educators that service students with autism spectrum disorders.Bottom of Form
Sandra Hess Robbins, M.Ed.
Special Education Doctoral Candidate, Licensed Early Childhood Educator, Certified Early Intervention Specialist
Kent State University
Sandra Hess Robbins is a doctoral candidate in the Special Education program at Kent State University and currently works at the State Support Team as an Early Learning and Literacy Specialist. She has worked directly with children with autism as a classroom teacher, behavioral consultant, and applied researcher.
