Stripping Away Bias and Building Relationship Instead
During our six weeks in lockdown, I have been utilising my time to complete Continuing Education Units in behavioural science. This particular course was entitled, “Addressing the Punishment Bias,” delivered by Dr Shannon Hill. I felt it might be timely to share some of the take home messages from this course as we prepare for a possible increase in challenging behaviour, both in home and at school over the next few months.
The damaging effects associated with punishment are well researched and are the topic for another article. What remains intriguing, though, is why we are stuck in the punishment paradigm and how can we support parents and some professionals to look at other, more sustainable and ethical interventions? The way professionals handle challenging behaviour may be radically different from the way the same behaviour is handled at home. Even some of our colleagues might not agree with the focus of our efforts on behaviour analytic methods. Bias towards punitive measures can be defined as: A person’s behaviour (implementing punitive punishment) has been reinforced and/or alternative measures have received little to no reinforcement.
I would like to highlight two key questions that underpin how we might address bias towards punitive methods or punishment and create an atmosphere that supports change.
- Why is punishment often the first port of call?
- How can we manage behaviour when system wide solutions often conflict with what is best for the individual student?
People do what they know and what has previously worked
or been successful. Even if we know better, in times of stressful, highly charged situations (challenging behaviour outbursts) we tend to fall back on tried and tested ways. We may have beliefs about behaviour change that are backed by anecdotal evidence, experience and social validity. These beliefs are often reinforced on an intermittent schedule, which means every now and then, they work! Systems often support punitive measures and are designed as a one size fits all approach. As behaviour analysts know, this is often at odds with individual needs – especially relating to specific diagnoses.
Here is a scenario that doesn’t give us all the facts, however, the point is to illustrate how and why bias creeps in:
Setting the Scene – A 5-year old child repeatedly engages in noncompliant behaviours such as yelling and crying when asked to transition from an activity he likes to another activity.
Systems Approach and Anecdotal Evidence – Timeout
is the school policy for non compliant behaviour. Parents and fellow staff have noted that timeout works with him as he calms down immediately. The parents say it works at home as a consequence.
Evidence-Based Approach – You know that timeout, while initially working, only increases the intensity of the next outburst later as the child now knows the outcome and successfully avoids transition through timeout. You want to address the possible function of the behaviour (escape) and teach an alternative behaviour (a verbal response) so the
child learns a socially appropriate way to communicate his reluctance. He would be allowed to resume the activity for a short time if he uses words. You then plan to increase warning times for him (antecedent change) so he can prepare for transition and while he might still complain to you (socially acceptable) he will comply with your request. By initially listening to him, and allowing him to continue you have built rapport, and can now introduce tolerance to delay in reinforcement by asking him to change to the new activity for longer periods of time.
This example demonstrates the importance of taking an individual approach when the systems approach is not working. Timeout as a consequence was not punishing, as the behaviour was increasing not decreasing. The teacher’s decision to use timeout was reinforced, as the child’s behaviour decreased immediately. The individual approach considered the function of the behaviour and the skill needed to increase compliance. The new skill was taught using access to the preferred activity as a reinforcer.
Dealing With Punishment Bias
• Expand Dichotomous Thinking –There is no one size fits all.
• Collect Data –This would clearly show that use of timeout is increasing outbursts.
• Engage in conversation and encourage discussion around options and alternatives based on the data.
• Help address old beliefs that have no scientific evidence asking to trial an intervention for a week.
• Empathise with old school thinking but insist on ethical and legal standards.
• Demonstrate that punitive measures do not teach new skills.
• Enable others to access reinforcing outcomes from behaviour analytic methods by involving them in the process.
Final Philosophical Thought
What part do we wish to play in this child’s life? We can choose to be the influencer or the punisher. One builds a relationship and the other, potentially destroys it. Which will you be? Bias is a disproportionate weight in favor of or against an idea or thing, usually in a way that is closed-minded, prejudicial, or unfair.