The Limitations of Behavioural Approaches to Teaching: Some Implications for Special Education

Abstract

Behavioural strategies have made an important contribution to the development of programs for children with special needs. A review of theory and research suggests, however, that the behavioural task analysis, stimulus‐response approach is not an appropriate nor effective model for interactive teaching. Behavioural methods present problems because they emphasize the control of learning by the instructor, thus devaluing pupil initiation and its importance in an educational setting. Interactions between learners and teachers usually are more complex than those involved in behavioural instruction; i n particular, mainstream teaching strategies allow for some pupil control over learning. This paper compares approaches to teaching derived from behavioural technology with those used by effective teachers and examines some of the implications for educational programs for children with special learning needs, in particular those with severe multiple disabilities.