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Teacher escape, avoidance, and countercontrol behaviors: Potential resoponses to disruptive and aggressive behaviors of students with severe behavior disorders

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Abstract

We develop hypothese based on the research literature regarding behavioral responses to aversive stimuli. Specifically, escape, avoidance, and countercontrol responses are presented as teacher behaviors which may occur in the presence of disruptive and aggressive behaviors (aversive stimuli) which, in part, characterize many students with severe behavior disorders (SBD). The potential for teacher escape, avoidance, and countercontrol responses to the detrimental for both teachers and students is presented, as well as suggestions for addressing aversive behaviors of students in ways to reduce the potential detrimental impact.

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Authors and Affiliations

  1. Department of Special Education, Valdosta State University, Valdosta, Georgia

    Philip L. Gunter Ph.D. (Associate Professor) & Richard E. Shores Ed.D. (Senior Research Scientist)

  2. Kansas University Affiliated Program at Parsons, Research Scientist, Parsons, Kansas

    R. Kenton Denny Ph.D. (Assistant) & Susan L. Jack M.Ed. (Research Assistant)

  3. College of Education, Valdosta State University, Valdosta, Georgia

    Thomas M. Reed Ed.D. (Assistant Dean)

  4. Department of Special Education, University of Kenturcky, Lexington, Kentucky

    Michael Nelson Ed.D. (Professor)

Authors
  1. Philip L. Gunter Ph.D.
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  2. R. Kenton Denny Ph.D.
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  3. Richard E. Shores Ed.D.
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  4. Thomas M. Reed Ed.D.
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  5. Susan L. Jack M.Ed.
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  6. Michael Nelson Ed.D.
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Gunter, P.L., Kenton Denny, R., Shores, R.E. et al. Teacher escape, avoidance, and countercontrol behaviors: Potential resoponses to disruptive and aggressive behaviors of students with severe behavior disorders. J Child Fam Stud 3, 211–223 (1994). https://doi.org/10.1007/BF02234068

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