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People believe that Lovaas' techniques have many problems.

They are supported by Lovaas's (1987) research  which included many methodological flaws such as not radomly allocating children to the experimental group/control group. - Means any conclusions about effectiveness may not be valid.

Lovaas said that the treatment is intensive (40 hours per week) - extremely costly

Anderson et al (1987)- 20 hours per week was enough contact to allow for a major improvement.

Conditioning techniques treat symptoms, therefore it is thought that behaviours may re-emerge when the reinforcement is removed.

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Peer groups may influence people in the wrong way.

Bricker et al (2006) - children aged 10 and over were more likely to try smoking if their peers smoked. This shows that positive reinforcement from a peer group, that is desired by children, is not always a good thing.

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Some educational approaches believe that rewards/punishments are harmful to a child’s development because they interfere with a child’s desire to learn.

Lepper et al (1973) - nursery children were asked to draw some nice picture, half of the children were offered a reward and half were not. The children that were expecting a reward spent half as much time drawing than the children who weren’t promised a reward. This proves that their motivation had been destroyed by the looking forward to their reward

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Morris (2014) - the naughty step can have long term emotional effects because children don’t have the ability to reflect on their behaviour and tell people how they feel about things like the naughty step. - without help expressing their feelings, it may have a negative effect on development.

Consistency is an issue. Parents are taught to be calm when implementing techniques such as the naughty step. However if parents are stressed, they may be frustrated and inconsistent when using conditioning techniques therefore they are unlikely to be as effective.

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Lovaas (1987) - introduced applied behaviour analysis to increase the frequency of social interactions for children with autistic spectrum disorder. These children were rewarded for most behaviours but over time the rewards were only given if their behaviour was close to the ideal target.

Robinson et al(1981)- token economies have improved the perforamnce of hyperactive children in reading/vocabulary tasks.

Chaney et al (2004) - Children with asthma were given a 'funhaler' (an fun to use inhaler which is therefore positively reinforcing). After 2 weeks, parents reported that their children had a more positive response to treatment.

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We are conditioned by our peers.

We start off being influenced by our parents but when we move to nursery/school, we seek praise and acceptance into a peer group. We do this by imitating our peers behaviour and actions

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Positive reinforcements in the form of gold stars, house points and merits are used in education to reward good behaviour and performance.

McAllister et al (1969)- found that when teacher praise and teacher disapproval was used the amount of inappropriate talking in an English class decreased.

LeFrancois (2000)- classical conditioning can be used to improve performance. Teachers should maximise pleasant stimuli  and minimise unpleasant stimuli  so that students have more positive feelings towards their working environment, therefore increasing academic performance.

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The ‘naughty step’ allows parents to punish their children without accidentally giving them a positive reinforcement.

If a child is naughty and a parent shouts at them, they are getting attention therefore they will repeat this (positive reinforcement)

Gill (1998) - told parents to encourage children to do chores by introducing pocket money (positive reinforcement). If chores weren’t done this pocket money could then be taken away (punishment). This was proved to be successful because children performed 20% of the household chores.

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Conditioning Techniques are appropriate -green
Conditioning Techniques are not appropriate - red

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Ethical, Social and Economic Implications

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Ethical, Social and Economic Implications

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Vulnerable children may benefit as making their behaviour more 'normal' will increase the likelihood of them being accepted in society which will allow them to participate within society and employment.

The use of frequent rewards may result in people that are only motivated by receiving rewards, therefore making society more selfish.

Levitt et all (2010) - In Chicago, children were offered money in order to improve, which ultimately benefited society because it created well-educated school leavers.

Gneezy et al (2011) - Programmes like the one above don't always have the best outcome. It is questionable whether it is ethical to pay students for good performance when that money could be spent elsewhere, especially when schools have minimal budget.