Teacher Acceptance of Behavioral Principles

Abstract

The question of why teachers tend not to use behavior modification in classrooms has aroused serious concern for behavioral consultants. This paper explores three reasons for low use. First, there are differences in the underlying assumptions concerning causality such that behavioral explanations may be seen to be in conflict with teachers' understanding of human conduct. Second, attributions in behavior modifications place responsibility for solutions to the problem on the teacher, though teachers are not generally held responsible or accountable for solutions to children's learning or behavior problems. Finally, problems in modifying the working knowledge of teachers are considered. The implications of these issues are discussed in terms of how consultants might increase the impact of behavioral interventions.