Overcorrection

Description of the Strategy

Overcorrection is an empirically derived method of punishment. Briefly, after an undesired behavior occurs, the perpetrator is instructed to “correct” the undesired behavior (i.e., restitution). The perpetrator is then directed to engage in an effortful response that more than corrects the effects of the inappropriate behavior (i.e., restoration of the immediate environment to an improved condition). Instructions to perform desired behaviors must occur immediately contingent upon occurrence of the undesired behavior. For instance, if a mentally retarded adult threw a bowl of cereal on the floor, the staff instructor would first instruct this individual to assist in cleaning the cereal from the floor (restitution). The person would then be required to assist in mopping the kitchen floor or scrubbing the table (overcorrection). If an adolescent slammed her door in anger, the parent could instruct her to practice shutting the door softly several times. She could also be instructed to adjust or check the hinges of the door as another overcorrection strategy. In the latter example, restitution would involve shutting the door once. The overcorrection component is often unnecessary when the undesired behavior is nonhabitual (e.g., happened for the first time) or relatively benign. Thus, in the previous example, the adolescent might be instructed to shut the door softly only once if she had slammed the door for the first time.

Research Basis

Research has shown that unlike other punishment procedures, overcorrection not only suppresses inappropriate behavior but also develops positive practice behaviors. Indeed, most commonly employed punishment techniques (e.g., response cost, restriction of privileges, corporal punishment) are focused on suppressing the undesired behaviors. The distinguishing [Page 417]feature of overcorrection in relation to these techniques is that this procedure focuses on improving the appropriate behavior that is incompatible with the undesired response. Thus, overcorrection shifts attention to desirable behaviors that need to be developed, which is the priority of any behavior change program.

Outcome studies involving overcorrection have indicated rapid and long-lasting therapeutic effects for this intervention. Indeed, overcorrection has ameliorated various behavior problems for which other techniques (e.g., time-out, reprimands, reinforcement of other behavior, physical restraint) have been shown to be ineffective. Although definitive statements about the relative efficacy of alternative punishment techniques cannot be made at this time, overcorrection appears to be very effective in its own right. In addition, evidence suggests that parents, teachers, and instructional staff members view overcorrection as a punishment procedure that is more acceptable than other potential alternatives.

Relevant Target Populations and Exceptions

Overcorrection was originally developed by Nathan Azrin and Richard Foxx to decrease the frequency of harmful, self-destructive, and self-stimulatory behaviors, such as hand-flapping. Later, overcorrection was expanded for use with parents of children who evidence noncompliance to parental commands, as well as other oppositional behaviors (e.g., vandalism, cursing). Overcorrection alone or in combination with other procedures has also been shown to reduce toileting accidents, tantrums, nail biting, and poor table manners. The learning-based emphasis of overcorrection makes it a particularly valuable intervention for use with mentally retarded, learning disabled, and autistic populations.

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