The Art and Science of How People Learn - Revised Edition
Edited By Greg S. Goodman
8. The Limitations of a Behavioral Approach in Most Educational Settings
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The Limitations of a Behavioral Approach in Most Educational Settings
One of the greatest challenges facing those of us who work with young children and adolescents is how to effectively address behavior which interferes with what we’re trying to accomplish on their behalf (Freiberg & Lamb, 2009; McIntyre, Gresham, DiGennaro, & Reed, 2007; Reinke, Lewis-Palmer, & Merrell, 2008; Rutherford, Quinn, & Mathur, 2004). Whether it’s a parent trying to get a six-year-old to eat fruits and vegetables while trying to get a fifteen-year-old to take shorter showers, or a teacher trying to get a student to stay on task while trying to get another student to stop making rude remarks, the challenge remains the same. We want young children and adolescents to behave differently; therefore, we take action in an effort to change their behavior (Bowen, Jenson, & Clark, 2003).
The behavioral needs of young children and adolescents from early childhood through adolescence are wide-ranging, ongoing, and require an extensive repertoire of proactive plans and response strategies from those of us who work with them (Bowen et al., 2003; Crone, Horner, & Hawken, 2003; Reinke et al., 2008). Parents, teachers, day-care providers, after-school care providers, among many others, are all engaged in the ongoing process of helping young children and adolescents to interact appropriately with others, to make wise behavioral choices, and to increase independence or the ability to manage their own behavior...
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