Current behavior modification in the classroom: be still, be quiet, be docile.

Winett et al. (1972) wrote a position paper. They looked at how teachers were using behavior tools in regular classrooms.

The authors saw a pattern. Most programs aimed for quiet, still, obedient students. They argued this missed the real point of school.

The paper found no fault with behavior analysis itself. It faulted the target behaviors teachers chose.

Instead of “sit still” or “be quiet,” the paper urged teachers to reinforce reading, math, and peer conversation.

Madsen et al. (1968) is the exact study A et al. critique. H et al. showed that praise plus ignoring cut disruptions. A et al. reply: that goal is too small; aim for learning, not silence.

Mulder et al. (2020) echo the same worry fifty years later. They say teacher colleges still skip classroom management class. Both papers push better training, not new tricks.

Travers et al. (2025) defend ABA against abuse claims. Winett et al. (1972) defend ABA against boredom claims. Both tell the field to drop stale routines and follow evidence.

Next time you consult in a classroom, skip the “quiet hands” chart. Ask the teacher what academic response she wants more of. Build a praise plan for hand-raising, reading aloud, or solving problems at the board. You keep behavior tools; you just aim them at learning.