ing misbehavior, effective educators tend to use one of
two general types of behavioral techniques: punitive
and replacement.
Punitive techniques. These various forms of punish-
ment range from unpleasant verbal reprimands, ‘‘the evil
eye,’’ proximity control (i.e., standing near the student),
and taking away privileges (e.g., recess) to much harsher
forms such as suspension, expulsion, removal to an
alternative education program, and corporal punishment
(i.e., spanking, which is allowed in approximately half of
the states, although most professional organizations
oppose it).
Replacement techniques. These strategies are
intended to achieve the same goals as punitive
methods, but focus on teaching or strengthening desired
behaviors that might replace the undesired behavior.
Common replacement techniques include direct instruc-
tion, positive reinforcement, modeling, social problem-
solving, conflict resolution, and anger management
training.
Punishment: Limitations and Alternatives
Educators who are most effective in correcting misbe-
havior use both punitive and replacement techniques.
Limitations of punishment. Effective educators
clearly recognize the limitations of punishment: (a) It
teaches students what not to do and fails to teach
desired or replacement behavior; (b) its effects often are
short term; (c) it teaches students to aggress toward or
punish others; (d) it fails to address the multiple factors
that typically contribute to a student’s behavior; (e) it is
likely to produce undesirable side effects (e.g., anger,
retaliation, dislike toward the teacher or school, social
withdrawal); (f) it creates a negative classroom and
school climate; and (g) it can be reinforcing (i.e., negative
reinforcement), such as in time-out and suspension, by
allowing students to avoid or escape from situations they
find aversive (e.g., academic work, peer rejection, a harsh
and uncaring teacher).
Alternatives to punishment. Due to these limita-
tions, when correcting misbehavior, effective educators
work hard to avoid using punishment. Instead, they focus
on strategies for developing self-discipline and for
preventing misbehavior. When correcting misbehavior,
they are much more likely to use mild forms of
punishment, such as physical proximity, taking away
privileges, verbal reprimands, and ‘‘the evil eye’’ than
harsh forms of punishment such as suspension. When
punishment is used, it is used fairly, judiciously, in the
context of a caring and supportive relationship, and
typically in combination with replacement techniques
that teach or strengthen desired behaviors. The latter
would include techniques that emphasize social and
emotional competencies and positive teacher–student
relations, such as joint social problem-solving and
induction, where the focus is on the impact of one’s
behavior on others.
REMEDIATING AND RESPONDING TO CHRONIC AND
SERIOUS BEHAVIOR PROBLEMS
For the majority of students in most schools (i.e., the
universal tier), the above strategies and techniques are
generally sufficient for developing self-discipline and for
preventing and correcting behavior problems. Students
with chronic or serious behavior problems, and especially
those shown to be resistant to interventions, require
more comprehensive and intensive services, resources,
and supports.
Similar but More Intensive Strategies
The strategies and techniques used for chronic and
serious behavior problems differ more in intensity than
design, relative to the strategies described above for
more everyday discipline issues. That is, many of the
same techniques are used, but delivered in a more
frequent and systematic fashion (e.g., requiring a class-
room aide or smaller class size).
More Targeted and Intensive Strategies
Other strategies, however, are more specific to this
group of intervention-resistant students, and more
congruent with an intensive (Tier 3) level of supports
and interventions. Such services and supports should be:
N Comprehensive, targeting multiple risk and protective
factors
N Broad-based, adopting a system in which a network of
mental health specialists, educators, and others in the
community work together with students and their
families
N Evidence-based
N Intensive, sustained over time, and implemented with
fidelity
N Individualized
N Cognizant of the importance of early intervention,
including interventions provided at an early age as
well as those provided when indicators of behavior
problems first appear
These interventions, services, and supports address not
only the needs of students with chronic behavior problems,
but also those who may have no history of behavior
problems but nevertheless exhibit a serious behavior
problem requiring immediate intervention, supports, and
Helping Children at Home and School III
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S4H18–3