. Discuss why punishment is generally NOT an effective consequence for misbehavior.
What will be an ideal response?
Ans: Responses should include:
• Teachers may be tempted to select punishment as their first “line of defense” because it is quick and easy to use. This may lead to an overuse of unnecessary punishment.
• In addition to reducing undesirable behavior, punishment may cause students to strike back, withdraw, or develop escape or avoidance behaviors.
• As teachers are models of adult behavior for students, teachers who rely on punishment are, in effect, demonstrating how adults should react to undesirable behavior.
• The effects of punishment may not be maintained or generalized unless it is applied in multiple settings and administered by multiple individuals.
• Punishment does not teach students new skills. Undesirable behavior may be reduced, but student do not learn acceptable forms of behavior.
Learning Objective: Define and provide examples of the following terms: Premack principle, reinforcement (positive and negative), aversive stimulus, schedules of reinforcement (continuous, intermittent, ratio, fixed, variable) punishment, extinction, time-out, response cost, overcorrection, token economy, contingency contracts, and differential reinforcement of incompatible behaviors.
Cognitive Domain: Analysis
Answer Location: Comparing the Impact of Consequences
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a. Stop him from running, remind him that running is against the rules, and warn him not to do it again. b. Give him a referral, and send him to the main office. c. Keep the student in detention in your classroom for 15 minutes after school. d. Have him return to where he started running and then walk to where he is going.
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