Tiers 1, 2 & 3 Intervention: Punishment

Authors

Ana Cathcart, University of Nebraska-Lincoln
Reece L. Peterson, University of Nebraska-LincolnFollow
Shir Palmon, University of Nebraska-Lincoln

Document Type

Learning Object

Date of this Version

1-2015

Citation

Strategy brief

Building and Sustaining Student Engagement series (January 2015)

Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States

Abstract

Conclusion

Punishment in school settings has several possible meanings. It can be viewed as retribution for misbehavior, as a behavioral intervention strategy, or as a part of a restorative plan. Punishment can be used effectively, particularly for behaviors that are dangerous or need speedy remediation. However, punishment can have several negative side effects associated with its use including ethical issues, emotional responses by the student, escape and avoidance, misuse and over use by the adult, and undesirable modeling by the adult. There are better options for changing behaviors that are more effective and less harmful to the child. Using punishment in the framework of applied behavior analysis is effective, but should be used with extreme caution due to the potential side effects it may engender.

Caution! Punishment has several possible meanings; Retribution, Behavioral intervention, or Restitution; It has limited effectiveness for “dicipline”; While it can be used effectively as a part of an intervention plan for specific behaviors, it has serious negative side effects. No endorsement for its use should be implied in this Brief!

See Other Related Briefs: See the briefs on Corporal Punishment; Detention; Positive Behavior Interventions & Supports; Reinforcement; Restorative Practices; Restitution; Saturday School; and Suspension.