This paper describes a non-aversive behavior management approach called gentle teaching and details supportive techniques of the approach. Principles of gentle teaching are explained, including unconditional valuing of individuals (shown by verbal valuing, gestural valuing, and physical valuing); value reciprocation; and behavioral involvement (shown by co-participation in meaningful tasks). Specific supportive techniques recommended include creating increased opportunities for choice-making, errorless teaching, and redirection of challenging behaviors. Examples demonstrate use of these techniques with individuals having mental retardation. The controversial relationship between gentle teaching and applied behavior analysis is discussed, along with progress toward ending this conflict. Concerns of behaviorists regarding gentle teaching are identified, such as the lack of a clear operational definition and the relationship between gentle teaching techniques and applied behavior analysis principles. Common ground between the two approaches are also noted, such as applicability with all "marginalized" clients and a decreased emphasis on gentle teaching as a method of reducing challenging behaviors. (Contains 24 references.) (DB)