Reconstructing Behaviour Analysis in Education: a revised behavioural interactionist perspective for special education

Abstract

In this paper we present a contemporary model for elucidating contemporary behaviourally orientated research and practice in education, with particular reference to special education. Drawing on the earlier work of Wheldall and Glynn (1988, 1989), we offer a revised conceptualisation of their ‘Behavioural Interactionist Perspective’, 7 years on. While substantially similar in many respects to the original, the current model seeks to make manifest certain previously implicit assumptions underpinning the perspective, to moderate certain assertions which may have been overstated in the original formulation and to offer new emphases, reflecting current behavioural thinking in special education.