Theft reversal: an overcorrection procedure for eliminating stealing by retarded persons.

The team worked with 34 adults living in a large state facility. All had intellectual disability and a history of stealing.

They used a reversal ABAB design. Stealing was measured first without treatment, then with the new procedure, then treatment stopped, then returned.

The new procedure was called theft-reversal overcorrection. After any theft, the resident had to return the item, apologize, and practice the correct way to ask for items.

Stealing dropped by half on the very first day of treatment. By day four it was gone.

When treatment stopped, stealing came back. When treatment returned, stealing stopped again. The effect was clear and fast.

Galbicka et al. (1981) later broke overcorrection into parts. They showed that positive practice that looks like the skill can both stop problem behavior and teach new skills. Restitution alone only stops the problem.

Davison et al. (1991) reviewed academic uses of overcorrection and renamed them "directed rehearsal." They say the label keeps the power but drops the punishment feel.

Stannis et al. (2019) took a different path. They taught adults with ID to use words, not punishment, to stop victimization. Their BST package worked for bullying, while Davis et al. (1974) used overcorrection for stealing.

If you run a group home or classroom where items go missing, theft-reversal overcorrection gives you a fast, low-cost fix. Add a brief practice of the right way to ask, return the item, and the behavior can stop in under a week. Pair it with teaching the replacement skill if you want learning, not just suppression.