In recent years, there has been a growing controversy surrounding gentle teaching. This paper explores the nature of this controversy with particular reference to the relationship between gentle teaching and applied behavior analysis. Advantages and disadvantages of this approach are discussed, and it is suggested that gentle teaching and applied behavior analysis need not be regarded as mutually exclusive approaches to working with persons with mental retardation.

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This paper critically examines the evidence for the effectiveness of gentle teaching. In the last five years the literature in the field of gentle teaching has been dominated by case studies pointing to the success of gentle teaching and by experimental research which failed to show such an effect. More recently there have been criticisms of some of the early experimental evaluations and some limited evidence for effectiveness under controlled conditions. It seems that in some circumstances gentle teaching can be successful. Future research must address itself towards the analysis of these circumstances rather than global and relatively meaningless questions regarding overall effectiveness. 1951). DefinitionGentle teaching can be defined as a non-aversive method of reducing challenging behaviour which aims to teach bondinglinterdependence through gentleness, respect, and solidarity.Gentle teaching is based on three principles: bonding, communication and value.