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. 1972 Winter;5(4):505–511. doi: 10.1901/jaba.1972.5-505

Behavior modification in the classroom: a rejoinder to Winett and Winkler1

K Daniel O'Leary 1
PMCID: PMC1310792  PMID: 16795374

Abstract

Winett and Winkler aptly criticized the “appropriate” behaviors that behavior modifiers have chosen to change. However, after reviewing 14 Journal of Applied Behavior Analysis articles concerning behavior modification in the classroom, they made the sweeping over-generalization that “as currently practised, behavior modification has done very little to change the deplorable state of our schools.” Finally, they suggest a free classroom in which learning is accompanied by “singing, laughing, and whistling.” A number of studies not mentioned by Winett and Winkler are here presented to illustrate the innovative ways in which behavior modification has been utilized to change the complexion of classrooms from the elementary school to the college level. A strawman model child as purportedly seen by behavior modifiers was built by Winett and Winkler, but this author could not find one instance in the literature where the teacher or behavior modifier desired the behavior thus depicted by the straw-man model child. Furthermore, this author questions the desirability of the “informal” or “free” classroom approach for children with marked social and academic problems. Nonetheless, the general admonition of Winett and Winkler should definitely by taken seriously—namely the behavior modifier should seriously question the behaviors he is being asked to change. Finally, a possible integration of reinforcement principles and some aspects of the informal school are discussed.

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Selected References

These references are in PubMed. This may not be the complete list of references from this article.

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