GENTLE TEACHING AND APPLIED BEHAVIOR ANALYSIS: A CRITICAL REVIEW

In recent years, there has been a growing controversy surrounding gentle teaching. This paper explores the nature of this controversy with particular reference to the relationship between gentle teaching and applied behavior analysis. Advantages and disadvantages of this approach are discussed, and it is suggested that gentle teaching and applied behavior analysis need not be regarded as mutually exclusive approaches to working with persons with mental retardation.     

AN EVALUATION OF GENTLE TEACHING AND VISUAL SCREENING IN THE REDUCTION OF STEREOTYPY

Gentle teaching and visual screening techniques have been used to control severe behavior problems in persons with mental retardation. An alternating treatments design was used to compare gentle teaching, visual screening, and a task-training condition in the reduction of the high-level stereotypy of 3 persons with mental retardation. Following a baseline phase, a task-training condition using standard behavioral techniques was implemented to establish the effects of training the subjects on the tasks. Results showed a modest decrease in stereotypy. This phase was followed by an alternating treatments phase in which visual screening, gentle teaching, and baseline conditions were compared. Both procedures were superior to the control condition in reducing stereotypic behavior, with visual screening being more effective than gentle teaching. When compared with data from the prior phase, gentle teaching was found to be more effective than task training for 2 subjects but less effective for the 3rd, whose stereotypy increased during gentle teaching. Two succeeding phases in which visual screening was implemented across two and then all three daily conditions reduced stereotypy further to near-zero levels. An additional phase with 1 subject demonstrated that the treatment effects of visual screening were easily replicated across therapists. Mixed and idiosyncratic changes in collateral behaviors occurred. For example, “bonding,” the goal of gentle teaching, occurred at the same low levels under both treatments, contrary to the predictions of gentle teaching's proponents. The results indicate that gentle teaching may not be the universal treatment of choice for stereotypy its proponents suggest, and that it requires further empirical evaluation.     

Transfer of an escape response from tail shock to brain-stimulated attack behavior

Nine cats, each with two hypothalamic electrodes in sites which when stimulated produced either quiet attack or attack accompanied by certain forms of vocalization, were trained to escape from tail shock by jumping onto a stool. They were then tested for transfer of the escape response to brain stimulation. Stimulation of the seven sites that yielded quiet biting attack did not elicit the learned response of jumping onto the stool. Stimulation of eight of the 11 sites that yielded attack accompanied by vocalization did elicit the learned response. It was concluded that attack behavior elicited by brain stimulation should not be considered a special case of the response to aversive stimulation, but that attack and response to aversive stimulation involve independent but overlapping systems.     

The development and adoption of controversial default technologies

Default technologies evolve from failure. Within the realm of human behavior, technologies based on the use of aversive contingencies can be conceptualized as default technologies because they come into play when natural contingencies or positive reinforcement fail to produce a desired behavioral outcome. Historical as well as contemporary events suggest that it is a mistake for behavior analysts to advocate for the adoption of aversive technologies. We must, however, continue to play a leading role in the development of such technologies so that they will be used in an appropriate manner. Furthermore, the eventual elimination of aversive technologies will be possible only through continued, careful, and experimental analysis of the contexts of failure in which they are born.     

Maintenance of mother-child aversive relationships: A fresh look at an old controversy

Data were obtained from 46 mother-child pairs from the Child Behavior Institute (CBI) at the University of Tennessee. These mother-child dyads were referred for psychological help because of the child’s aversive behavior. Child-parent interactions were quantified using a multi-code, observational system. Correlational and multiple regression analyses (stepwise) were conducted to find the best predictor of the child’s aversive behavior. Results showed that the child’s aversive behavior was significantly correlated with the mother’s aversive, indiscriminate, and compliance behaviors. The regression analysis showed mother’s aversive behavior to be the best predictor of the child’s aversive behavior. Moreover, our results seem to point out that the compliance hypothesis is more effective in predicting child aversive behavior than the predictability hypotheses. It appears that since the two hypotheses are dealing with similar processes, they are more complementary than oppositional. This study used data collected by the Child Behavior Institute (CBI) at the University of Tennessee, Knoxville. The authors are indebted to Robert Wahler, Michael Smith, and Sue Dunn for their helpful comments on this paper.     

Attack, avoidance, and escape reactions to aversive shock

Aversive stimuli are known to produce the behaviors of both escape and attack. The interaction between these two basic reactions was studied with rats and monkeys using many shock-escape and shock-avoidance procedures. All procedures produced attack if a target was present, the attacks occurring shortly after shock delivery. The number of attacks during escape or avoidance was a direct function of the number and duration of shocks received. Consequently, any aspect of the procedure that produced many shocks also produced many attacks such as initial acquisition, extinction, or an increase of the response requirement for escape. The escape tendency acquired prepotency over the tendency to attack since successful escape eliminated attack behavior. The attack tendency retarded escape behavior only during acquisition when the preoccupation with attack precluded the opportunity to learn the escape response. This mutual interference of escape and attack was eliminated when the attack and avoidance tendencies were combined by using biting attack as the shock-avoidance response. The result was unusually rapid conditioning of the biting-attack response. These interactions indicate that both the attack and escape tendency should be considered whenever aversive stimulation is delivered.     

A renaissance in residential behavior analysis? A historical perspective and a better way to help people with challenging behavior

After a slow start, the popularity of applied behavior analysis for people with severe behavior problems peaked in the 1970s and was then battered down by the effects of methodological behaviorism, the aversives controversy, overregulation, and the inherent limitations of congregate living. Despite the ethical, technical, and conceptual advancements in behavior analysis, many people with challenging behavior live in futile environments in which the behavior analyst can only tinker. A radically behavioristic approach has become available that has the power to change these conditions, to restore the reciprocity necessary for new learning, and to bring residential behavior analysts more in contact with the contingencies of helping and teaching. The approach is consistent with alternatives that behaviorists have suggested for years to improve the image and effectiveness of applied behavior analysis, although it will take the behaviorist far from the usual patterns of practice. Finally, the approach promotes its own survival by promoting access to interlocking organizational contingencies, but its antithetical nature presents many conceptual and practical challenges to agency adoption.     

The opportunity for aggression as an operant reinforcer during aversive stimulation

Squirrel monkeys were provided with a chain-pulling response which produced an inanimate object that could be attacked. In the absence of pain-shock, little or no chain-pulling occurred. When pain-shocks were delivered, chain-pulling responses increased. The chain-pulling response was successively reinforced, extinguished, reinforced, and again extinguished by presenting or withdrawing the opportunity to attack as the reinforcing event. Aggression appears to be a distinctive motivational state which is produced by aversive stimulation and which can be used to condition and maintain new behavior.     

August Dvorak (1894-1975): Early expressions of applied behavior analysis and precision teaching

August Dvorak is best known for his development of the Dvorak keyboard. However, Dvorak also adapted and applied many behavioral and scientific management techniques to the field of education. Taken collectively, these techniques are representative of many of the procedures currently used in applied behavior analysis, in general, and especially in precision teaching. The failure to consider Dvorak's instructional methods may explain some of the discrepant findings in studies which compare the efficiency of the Dvorak to the standard keyboard. This article presents a brief background on the development of the standard (QWERTY) and Dvorak keyboards, describes parallels between Dvorak's teaching procedures and those used in precision teaching, reviews some of the comparative research on the Dvorak keyboard, and suggests some implications for further research in applying the principles of behavior analysis.     

A behavioral perspective on college teaching

Much of the subject matter learned in college, particularly during the first two years, is taught in relatively large classes with text and lecture as the primary source of the information being learned. If students make effective and prolonged contact with these sources, they can acquire extensive verbal repertoires in many areas of knowledge. Unfortunately there are many other activities that compete for the typical student's study time. Several factors are often cited as variables that will support study behavior in competition with other activities, but the only powerful one available to the teacher is the exam grade, as it is related to the course grade. However, unless exams are clearly related to appropriate study behavior, require through and extensive coverage of the subject matter, occur frequently (preferably no less often than once a week), and are also clearly related to the course grade, even this factor will not generate prolonged and effective study behavior. Effective college teaching is essentially a form of aversive control, but if done properly the aversiveness is quite mild, and such aversive control can be responsible for the development of large and valuable intellectual repertoires.     

Fear and pain: investigating the interaction between aversive states

Pain and fear often co-occur and appear to interact, although the nature and direction of their relation is not clearly delineated. The present study investigates how exposure to the experience of one of these states subsequently affects responding to the other. Pressure stimulation and carbon dioxide-enriched air (CO2) were used to induce pain and fear, respectively, in 48 healthy individuals. The order in which the stimuli were introduced was manipulated, as was the CO2 level. Measures of overt behavior, physiological responding, and self-report were obtained; analyses of stimuli effects generally supported their ability to produce pain or fear. Results indicate that the stimulus rated as the most aversive, the higher level of CO2, led to the highest levels of distressed responding across dependent measures. This pattern was replicated for the stimuli found to be less aversive (i.e., pressure stimulation and low-level CO2, respectively). The authors conclude that fear and pain, in and of themselves, do not dictate the nature of their interaction; the most important factor is how aversive they are perceived to be in relation to one another.     

The quail, Coturnix coturnix, as a laboratory animal

The quail, Coturnix coturnix, is small, gentle, hardy, adaptable, easy to house, and economical to maintain. Wetherbee and Jacobs (1960) call it the “Drosophila of the avian laboratory,” and yet this charming bird is virtually unknown to the psychological laboratory. Our preliminary investigations show that the pecking operant is readily conditioned and that little or no deprivation is necessary to maintain behavior with food as a reinforcer. Visual and temporal discriminations were very quickly made. Our observations suggest that the social behavior of these birds might be a fruitful area for psychological study. On the basis of our somewhat limited observations, we believe that C. coturnix should prove a useful experimental animal for comparative studies, for basic research in learning, motivation, and perhaps social behavior, and for teaching the analysis of behavior in demonstrations and laboratory courses.     

AVERSIVE CONTROL: A SEPARATE DOMAIN?

Traditionally, aversive control has been viewed as a separate domain within behavior theory. Sometimes this separateness has been based upon a distinction between reinforcement and punishment, and sometimes upon a distinction between positive and negative reinforcement. The latter is regarded here as the more compelling basis, due to some inherent procedural asymmetries. An approach to the interpretation of negative reinforcement is presented, with indication of types of experiments that support it and that also point to promising directions for further work. However, most of the interpretive issues that arise here are relevant to positively reinforced behavior as well. These include: possible reformulation of the operant/respondent distinction; the place of emotional concepts in behavior analysis; the need for simultaneous, complementary analysis on differing time scales; the understanding of behavioral situations with rewarding or aversive properties that depend as much upon the contingencies that the situations involve as upon the primary rewarding or aversive stimuli that they include. Thus, an adequate understanding of this domain, which has been traditionally viewed as distinct, has implications for all domains of behavior-analytic theory.     

Fox urine as an aversive stimulus: modification of a passive avoidance task

Predator urine, specifically fox urine, is a noxious but harmless olfactory stimulus. The results of previous studies have shown that fox urine is aversive to rats, and that rats react to fox urine in a similar manner as to other psychostressors. In the present study, the authors further investigated the use of fox urine as an aversive or stressful stimulus, specifically examining behavior change in open-field place-preference task. Three methods of presenting the fox urine were examined. Results indicated that fox urine decreased behavior, especially locomotion, during both fox-urine presentation and during a post-fox-urine recovery session. Data suggested that (a) there were fewer ambulatory episodes and less distance was traveled during the presentation of fox urine, regardless of presentation method, and (b) there were fewer vertical movements during fox-urine presentation when a fox-urine-laced cotton ball was set in the wood shavings than when it was placed on a bare floor or in a cup. The data suggested that fox urine may be an effective but nonharmful stimulus alternative for use in avoidance tasks.     

Einstellung: Still Alive and Well

Predator urine, specifically fox urine, is a noxious but harmless olfactory stimulus. The results of previous studies have shown that fox urine is aversive to rats, and that rats react to fox urine in a similar manner as to other psychostressors. In the present study, the authors further investigated the use of fox urine as an aversive or stressful stimulus, specifically examining behavior change in open-field place-preference task. Three methods of presenting the fox urine were examined. Results indicated that fox urine decreased behavior, especially locomotion, during both fox-urine presentation and during a post-fox-urine recovery session. Data suggested that (a) there were fewer ambulatory episodes and less distance was traveled during the presentation of fox urine, regardless of presentation method, and (b) there were fewer vertical movements during fox-urine presentation when a fox-urine-laced cotton ball was set in the wood shavings than when it was placed on a bare floor or in a cup. The data suggested that fox urine may be an effective but nonharmful stimulus alternative for use in avoidance tasks.     

Distressed behavior and its context

Behavior that is commonly labeled as indicating distress may have an important function in certain clinical problems. Evidence suggests that "distressed" behavior is displayed more frequently by persons who are depressed or experiencing chronic pain. Such behavior includes nonverbal facial expressions and body postures which are typically labeled as "sad," and verbal responses involving self-denigration or complaints. Such behaviors appear to form a functional response class which has a unique impact on others. The behavior appears to be more likely among persons who are receiving aversive stimulation. Recipients of distressed behavior are more likely to experience negative emotion, yet be solicitous toward the person who displays distressed behavior. Under circumstances where distressed behavior is unsuccessful in reducing aversive stimulation, the behavior may be shaped and maintained by the fact that it temporarily reduces the probability of others behaving aggressively toward the person displaying distress. Thus, the development of a pattern of high rates of distressed behavior that characterizes clinically depressed persons and persons in chronic pain may be partly a result of the unique social contingencies that surround this behavior.     

Person-treatment interactions across nonaversive response-deceleration procedures for self-injury: A case study of effects and side effects

Three nominally nonaversive response-deceleration treatment packages, “gentle teaching,” differential reinforcement of incompatible behavior plus interruption, and graduated guidance, were administered to two profoundly retarded men who exhibited topographically similar self-injurious head-hitting maintained under contrasting contingencies identified by functional analysis. Following No Demand and Instructional Demand baseline sessions, the three intervention packages were balanced across 18, 30-minute analog training sessions and three trainers in each subject's prevocational setting, using a simple panel-pressing task as the training objective. There were significant differences between the three packages in rates of target response suppression, effects on collateral behaviors, acquisition of panel pressing, and immediate post-treatment carry-over, both within and between subjects. It is concluded that both functional analysis and within-subject treatment comparison may assist in identification of the least restrictive alternative in applied service settings, and that topographic similarity of self-injury between subjects may not necessarily indicate selection of similar treatment packages.     

Conditioned and unconditioned fear organized in the periaqueductal gray are differentially sensitive to injections of muscimol into amygdaloid nuclei

The lateral and basolateral nuclei of the amygdala (LaA and BLA, respectively) serve as a filter for unconditioned and conditioned aversive information that ascends to higher structures from the brainstem, whereas the central nucleus of the amygdala (CeA) is considered to be the main output for the defense reaction. It has been shown that the dorsal periaqueductal gray (dPAG) is activated by threatening stimuli and has important functional links with the amygdala through two-way anatomical connections. In this work, we examined the influence of chemical inactivation of these nuclei of amygdala on the freezing and escape responses induced by electrical stimulation through electrodes implanted in the dPAG of Wistar rats. Each rat also bore a cannula implanted in the LaA, BLA or CeA for injections of muscimol (0.5 microg/0.5 microL) or its vehicle. The duration of freezing behavior that outlasts electrical stimulation of the dPAG was also measured. On the following day, these animals were submitted to a contextual fear-conditioning using foot shocks as unconditioned stimulus. Conditioned freezing to contextual cues previously associated with foot shocks was also inhibited by injections of muscimol into these amygdaloid nuclei. The contextual conditioned freezing behavior is generated in the neural circuits of conditioned fear in the amygdala. The data obtained also show that injections of muscimol into the three amygdaloid nuclei did not change the aversive threshold of freezing, but disrupted the dPAG post-stimulation freezing. Previous findings that the latter freezing results directly from dPAG stimulation and that it is not sensitive to a context shift suggest that it is unconditioned in nature. Thus, the amygdala can affect some, but not all, aspects of unconditioned freezing. Post-stimulation freezing may reflect the process of transferring aversive information from dPAG to higher brain structures.     

Aversive aspects of a fixed-interval schedule of food reinforcement

The key pecking of pigeons was reinforced according to a fixed-interval schedule of reinforcement. The pigeons were also given the opportunity to attack a restrained target pigeon. The attack rates during the sessions of fixed-interval reinforcement were higher than during the operant level sessions in four of the five pigeons. Most attack occurred during the post-reinforcement pause in key pecking. It was suggested that a fixed-interval schedule of positive reinforcement possesses aversive properties, the most aversive of which are located during the post-reinforcement pause.