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Abstract
In recent years gentle teaching has been criticised as being merely a repackaged version of behaviour modification, as being clinically ineffective and as being potentially dangerous. These criticisms are examined in the light of services for people with mental handicap and it is concluded that gentle teaching implies more than an ‘all-you-need-is-love’ approach to effect real change. Guidelines for service providers are offered which emphasise the importance of client engagement, functional analysis and an ecological approach to intervention.