Bookmarked Autism and Behaviorism – Alfie Kohn,Autism and Behaviorism (Alfie Kohn)

When a common practice isn’t necessary or useful even under presumably optimal conditions, it’s time to question whether that practice makes sense at all. For example, if teachers don’t need to give grades even in high school (and if eliminating grades clearly benefits their students), how can we justify grading younger children? If research shows . . . (Read More),January 21, 2020 Autism and Behaviorism New Research Adds to an Already Compelling Case Against,When a common practice isn’t necessary or useful even under presumably optimal conditions, it’s time to question whether that practice makes sense at all. For example, if teachers don’t need to give grades even in…

Alfie Kohn discusses a recent looking at the problems with ABA () as a way of engaging with students on the autism spectrum. ABA is,

An intensive training regimen consisting of an elaborate system of rewards to make children comply with external directives, to memorize and engage in very specific behaviors. An expert promises to train the child to make eye contact or point at an object on command, to stop fluttering his hands or rocking — in short, to make him act like a normal kid. ABA is the accepted, expected, even mandated system for dealing with autistic children.

He build on his prior critiques of rewards and positive reinforcement to question the intent behind behaviour modification.

like economists with their axiomatic commitment to using incentives to change people’s behavior, “behavior analysts” have set up an unfalsifiable belief system: When behavioral manipulation fails, the blame is placed on the specific reinforcement protocol being used or on the adult who implemented it or on the child — never on behaviorism itself. The underpinnings of that ideology include: a focus only on observable behaviors that can be quantified, a reduction of wholes to parts, the assumption that everything people do can be explained as a quest for reinforcement, and the creation of methods for selectively reinforcing whichever behaviors are preferred by the person with the power. Behaviorists ignore, or actively dismiss, subjective experience — the perceptions, needs, values, and complex motives of the human beings who engage in behaviors.

Kohn summarises some of the particular problems with ABA, including that it is dehumanising, ignores internal realities, undermines intrinsic motivation, about compliance, creates dependencies and communicates conditional acceptance.

For many, the underlying assumption that they have a disease that needs to be cured is misconceived and offensive. Resistance to this premise led to the founding of the Autistic Self-Advocacy Network and has been described in such mainstream periodicals as Salon, the Atlantic, and the New York Times. From the last of those three articles: “Autism has traditionally been seen as a shell from which a normal child might one day emerge. But some advocates contend that autism is an integral part of their identities, much more like a skin than a shell, and not one they care to shed. The effort to cure autism, they say, is not like curing cancer, but like the efforts of a previous age to cure left-handedness.” Or like curing homosexuality: In the autism community, ABA is often compared to gay conversion therapy.3 Many argue that its goal is to force these children to stop being who they are.

One of the particular defences of ABA is that it is evidence based. The problem with this is that many of the results that these claims are based upon are often dubious.

the best way to conclude with any confidence that different outcomes are due to an intervention and not to pre-existing differences between the members of the groups is to randomly assign subjects to either the treatment condition or the control group. But so few ABA studies did this that it was impossible for the reviewers to calculate an effect size for any outcome.

Replied to Digital Literacies and the Skinner Box by W. Ian O’Byrne (wiobyrne.com)

The systems and algorithms serve up short content, and study the discrete movements you make with this content. Did you immediately scroll past, or click on the link? Did you replay the content? Did you like or comment on the content? Did one color, or deign element keep you in the app, and allow the platform to collect more data? Do you like certain color schemes, transitions, or audio cues…all of this is modified to best serve you. All of this is collected and aggregated by the thousands or millions. The goal is to keep you in the environment and keep collecting your data.

Ian, I really enjoyed this post unpacking the association between Skinner, digital devices and literacy. It reminded of Doug Belshaw’s discussion of literacies and the need talk about the critical and constructive as much as the cognitive and communicative. I also enjoyed your discussion of the ‘digital black boxes‘.

Both of these pieces managed to capture something that has left me feeling uneasy of late. I am not adverse to devices and technology, but wonder where the conversation is associated with it all? That was the point in my post on being informed. The latest ‘black box’ is the introduction of the smart speaker into the classroom. The discussion seems to be about what it might afford, with little consideration of any other implications.

My wondering is whether turning off the behavioral aspects is enough or if the devices are in fact tainted to the core? This is something that I touched on in my response to Dai Barnes.

Listened TER #119 – Responding to Challenging Behaviours with Elizabeth Saunders – 16 Sept. 2018 from Teachers’ Education Review

Elizabeth Saunders discusses the issue of students with challenging behaviours and how to respond to and engage with such students in order to overcome obstacles and maintain focus on learning in the classroom.

Cameron Malcher speaks with Elizabeth Saunders about her work on challenging behaviour in the classroom. This comes back to the right to learn and be safe. What this looks like differs based on classroom and context. Saunders points out that this often comes back to differentiation and other proctive measures, rather than having students removed and isolated. It is interesting to listen to this interview alongside those from Katherine Birbalsingh and Paul Dix.
Bookmarked Education lessons from the dog trainer – Leading and learning in the big wired world by Ross Leung (mrsleung.edublogs.org)

In dog classes, the dog owner cannot simply send their misbehaving dog to the trainer to be ‘fixed.’ There are a few reasons for this, including: 1) the problem is likely to exist between the owner and the dog and possibly centres around the lack of respect in their relationship- therefore sending the dog to the trainer will not address the heart of the problem and 2) it is not long term sustainable to offload the problem to another person -when the dog and the owner go home, the trainer will not be there to rescue them.

There is sometimes when I think that I should go through and clean out all the stagnant blogs from my feed. However, then one becomes active again, like this post from Riss Leung.

In it, Leung reflects upon the experience of going to dog training school. She then compares this with ‘training’ in the classroom. She explains that no-one, dogs or humans, learns when under stress. What is important then is creating the environment and investing in an ’emotional bank’s.

This continues on conversation involving Benjamin Doxtdator and the TER Podcast.

Bookmarked When words won’t suffice: behavior as communication by Benjamin Doxtdator (Long View on Education)

Just as I try (and sometimes fail) to de-center myself when addressing student misbehavior, I try to de-center myself when I write. The vast majority of the students that I teach won’t be racially profiled in a behavior policy or by the police and that’s why I think it is especially important for me to seek out literature that reflects on those systemic injustices.

Benjamin Doxtdator unpacks behaviour in the classroom. He touches on knowing your child, student choices and systemic inequalities. This is useful post to read and critically reflect upon various practices. I think that it all often starts with the language that we choose to use to describe these things.
Bookmarked Behaviour Management: A Bill Rogers Top 10 (teacherhead)

The series titles give a flavour of the Bill Rogers approach:

Positive Correction: the basic premise that teachers and schools should adopt a non-confrontational approach to discipline, based on positive teacher-student relationships, respect for the dignity and rights of individuals, choices about consequences of behaviour and encouragement for student self-discipline.
Prevention: planning for good behaviour; teaching the routines and the rules.
Consequences: have a clear structure that students understand and use to inform the choices they make.
Repair & Rebuild: the imperative to work hard to build and repair the damage that is done when things don’t work out.

Tom Sherrington breaks down Rogers main ideas, including positive language, take up time and partial agreement. This post offers a useful overview and an important provocation.