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Aversive Stimuli in Academic Interactions between Students with Serious Emotional Disturbance and Their Teachers
| Author (s) |
Gunter, P. L., Denny, K., Jack. S. K., Shores, R. E. & Nelson, C. M. |
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| Year of Publication |
1993 |
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| Publication Type |
article |
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| Name of Periodical |
Behavioral Disorders |
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| Volume |
18 |
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| Issue |
4 |
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| Page Numbers |
265-274 |
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| Editors |
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| Publisher &
Address |
The Council for Exceptional Children
1110 North Glebe Road, Suite 300,
Arlington, VA 22201-5704
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| Available From |
Publisher |
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| URL |
http://www.cec.sped.org |
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| Suggested Audience |
- Special Educators
- Behavior Specialists
- School Psychologist
- Administrators
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| Descriptors |
- Behavior disorders
- Classroom research
- Delivery systems
- Pre-service teacher training
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Content Abstract
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 (abstract from article).
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