Aversive Stimuli in Academic Interactions Between Students with Serious Emotional Disturbance and Their Teachers

This manuscript presents a review of the growing body of research concerning the influence of negative reinforcement on student and teacher behaviors. Negative reinforcement strengthens behaviors that result in escape from, or avoidance of, aversive stimuli. It is argued that negative reinforcement...

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Bibliographic Details
Published in:Behavioral disorders 1993-08, Vol.18 (4), p.265-274
Main Authors: Gunter, Philip L., Denny, R. Kenton, Jack, Susan L., Shores, Richard E., Nelson, C. Michael
Format: Article
Language:English
Subjects:
Applied Behavior Analysis
Autism
Aversive Stimuli
Behavior Disorders
Behavior Management
Behavior Modification
Behavior Patterns
Behavior Problems
Behavioral disorders
Children
Classroom Environment
Classroom management
Classroom Techniques
Classrooms
Developmental Disabilities
Disabilities
Disabled persons
Elementary Secondary Education
Emotional Disturbances
Exceptional children
Functional Behavioral Assessment
Individualized Education Programs
Individualized Instruction
Intellectual disabilities
Interaction
Mental stimulation
Mood disorders
Negative Reinforcement
Peers
Psychological reinforcement
Publishing
Special education
Students
Teacher Student Relationship
Teachers
Teaching
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Summary:This manuscript presents a review of the growing body of research concerning the influence of negative reinforcement on student and teacher behaviors. Negative reinforcement strengthens behaviors that result in escape from, or avoidance of, aversive stimuli. It is argued that negative reinforcement is a variable in the academic interactions of students with serious emotional disturbance and their teachers. Although both desired and undesired behaviors may be outcomes of negative reinforcement, because of the academic deficiencies of students with serious emotional disturbance and the instructional behaviors of their teachers, the escape and avoidance behaviors exhibited by these students more often may be undesired. The authors call for research to investigate sources of aversive stimuli within academic interactions between teachers and students with serious emotional disturbance as well as the potentially aversive stimuli present in academic activities. Implications for teaching practices also are presented.
ISSN:0198-7429
2163-5307
DOI:10.1177/019874299301800405