Moving beyond Punishment to Cultivate Lasting Behavior Change
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| Title: | Moving beyond Punishment to Cultivate Lasting Behavior Change |
|---|---|
| Language: | English |
| Authors: | Robin Parks Ennis (ORCID |
| Source: | Beyond Behavior. 2026 35(1):4-13. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Student Behavior, Behavior Problems, Behavior Change, Punishment, Behavior Modification, Feedback (Response), Context Effect, Positive Reinforcement |
| DOI: | 10.1177/10742956261420706 |
| ISSN: | 1074-2956 2163-5323 |
| Abstract: | Punitive consequences are overly used in schools as the sole or first approach for responding to challenging behaviors. Punishment can have several potentially negative consequences on students and their relationships with educators and schooling. Herein, we highlight important guidelines for and alternatives to using punishment, including always pairing punishment with effective teaching, using logical and natural consequences, delivering positive feedback more frequently than negative feedback, and providing contextual supports. Implications for classroom practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500404 |
| Database: | ERIC |
| Abstract: | Punitive consequences are overly used in schools as the sole or first approach for responding to challenging behaviors. Punishment can have several potentially negative consequences on students and their relationships with educators and schooling. Herein, we highlight important guidelines for and alternatives to using punishment, including always pairing punishment with effective teaching, using logical and natural consequences, delivering positive feedback more frequently than negative feedback, and providing contextual supports. Implications for classroom practice are discussed. |
|---|---|
| ISSN: | 1074-2956 2163-5323 |
| DOI: | 10.1177/10742956261420706 |
