EFFECTIVENESS OF USING 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 the treated individual. These eight values are "bodily integrity, safety, self-worth, life structure, sense of belonging, social participation, meaningful daily activity and inner contentment" (McGee, p. 3). They form an integral part of the life of every human being, regardless of their problems.
Apart from their academic problems, learning-disabled people often experience negative emotions of frustration and anger at their limitations. In a bid to hide their handicaps, they isolate t...