GENTLE TEACHING

TO MODIFY BEHAVIOR OF PEOPLE WITH LEARNING DISABILITIES

Typically, behavioral modification is associated with the use of positive and negative reinforcements to control the behavior of an individual. According to McGee (p.1), the problem with this approach lies in the fact that the praise and punishment structure is constantly required to prevent the re-emergence of undesirable behavior. Essentially, gentle teaching advocates believe that by eliciting the superficial change of behavior, one cannot solve the problem on a long-term basis.

Contrary to this emphasis on controlling external behavior, McGee (p.1) explains that gentle teaching addresses the emotional center of each individual. In treating people with special needs, McGee (p.1) states that gentle teaching seeks to help the people feel "safe, engaged, unconditionally loved and loving" towards their support staff. Essentially, gentle teaching practitioners believe that challenging behavior stems from fear and "a broken heart" (McGee, p. 1).

Instead of trying to elicit compliance, McGee (p.2) explains that gentle teaching practitioners adjust their emotions, pose, gestures and behavior to create a safe and warm environment for the individuals with challenging behavior. Furthermore, McGee (p.3) states that gentle teaching practitioners should create a customized profile that reflects the eight basic values that are important priorities for

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lems. Taylor-Greene et al. (1997, pp. 100-102) describes how Fern Ridge Middle School in Elmira, Oregon, has succeeded in reducing inappropriate behavior by creating an individualized behavioral education plan (BEP) for these students. These plans establish the objectives that need to be accomplished and enable teachers, students and their parents to monitor the development of the students' performance. Furthermore, Warger (1999, pp.2-3) points out that gentle teaching has also illuminated the importance of environmental factors in influencing individuals with LD. In working with individuals with LD, gentle teaching practitioners know that it is important to organize the environment to increase the chances for success. For example, a student with LD who is easily distracted by noise should be provided with a quiet workspace. In his list of intervention strategies for adults with LD, Ross-Gordon (1989, p.4) includes the need to alter the learning environment or conditions to maximize the adults' chances of accomplishing their goals. Providing structure and organization is also a fundamental part of the gentle teaching approach used to help create a safe and predictable environment for students with LD. There are a variety
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Approximate Word count = 3541
Approximate Pages = 14 (250 words per page)

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