Sometimes, Practice Makes Imperfect: Overcoming the Automaticity of Challenging Behavior by Linking Intervention to Thoughts, Feelings, and Action

Authors

Robert A. Gable, Old Dominion University
Richard Van Acker

Document Type

Article

Publication Date

2004

Publication Title

Education & Treatment of Children

Volume

27

Issue

4

Pages

476-489

Abstract

In schools throughout the country, education personnel express concern over the aggressive and antisocial behavior of children and youth. The frequency and severity of these acts compel us to find more effective strategies for decreasing and eliminating these behaviors. In this article, we argue for a broader explanation of the nature and treatment of aggressive behavior, especially when it rises to what is essentially an automotive response level. We contend that both assessment and intervention must account for internal and external influences on behavior and that treatment should encompass cognitive, affective, and behavioral dimensions of the problem. Finally, we discuss the advantages and limitations of a multifaceted approach to dealing with antisocial and aggressive behavior of children and youth.

Comments

Posted with the permission of the publisher.

Original Publication Citation

Gable, R. A., & Van Acker, R. (2004). Sometimes, practice makes imperfect: Overcoming the automaticity of challenging behavior by linking intervention to thoughts, feelings, and actions. Education & Treatment of Children (ETC), 27(4), 476-489.

Repository Citation

Gable, Robert A. and Van Acker, Richard, "Sometimes, Practice Makes Imperfect: Overcoming the Automaticity of Challenging Behavior by Linking Intervention to Thoughts, Feelings, and Action" (2004). Communication Disorders & Special Education Faculty Publications. 38.
https://digitalcommons.odu.edu/cdse_pubs/38