The Effects of Positive Reinforcement
Sheronda Dueberry
Kaplan University
PS340 - Unit 4 Assignment
April 16, 2016
Appropriate and positive behavior is very important in the classroom. One way to help with behavioral issues is using positive reinforcement and rewards in many circumstances. Praises can be in the form of verbal affirmation and rewards can be in the form of giving stickers to the student for getting good grades, being a classroom helper and/or displaying positive behavior throughout the day.
There are many was to help guide good behavior and responsibility with elementary aged children. I will be discussing three important behavioral expectation that is acknowledge in my School Wide Positive Behavior Support
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It is very important to teach your students the right and wrong way of behaviors expectations. The right way to engage in this expectation is Susan is at my desk explaining her painting to me but Ben wants to talk about his painting as well. Ben should patiently wait in line behind Susan until she is done talking. Another way to positively engage in this expectation is if I am observing the students at the art center and Ben is in his chair discussing his painting, Susan should wait patiently with her hand raised until I am done talking with Ben.
Children should corrected when they engage in wrong behavioral expectations. An example of the wrong way to engage in this expectations is Susan is at my desk discussing her painting, while we are talking Ben interrupts us and starts talking about his new puppy at home. Another example is I am in the reading center talking with Ben. Susan is done with the art center but noticed I’m engaged in a conversation with her classmate. She then yells across the room for my attention instead of raising her hand and waiting until I am no longer talking with Ben.
There are many ways to reinforce the behavior of children not interrupting others while they are talking. Verbal positive reinforcement is a great option to use for this behavior, “Instructional feedback, information provided to students about their performance, falls into two broad categories: (a) praise and/or other forms of confirmation or positive reinforcement for
Helping children realise which behaviours are appropriate and responsible gor is paramount. Good, strong teamwork between adults will encourage good behaviour in children There are two ways we help teach children good behaviour, through positive reinforcement of good behaviours and negative reinforcement of bad
A behaviourist perspective suggests that all behaviour is observable, objective and learnt from experience. It is believed that behaviour can be learnt and reinforced through operant conditioning and unconscious physical response can be learnt through classical conditioning.
Numerous studies have been conducted that look at using praise in order to decrease disruptive behaviors in the classroom. With my study I will look at the effects of using praise to reduce the disruptive behaviors of a 2nd grade student during class time. The three studies I have chosen to look at that use praise to decrease unwanted behaviors are a classroom teacher consultation model for increasing praise and decreasing disruptive behavior, positive attending to improve student behavior, and direct behavioral consultation. My first article looks at a classroom checkup that addresses the need for classroom-level support while minimizing treatment integrity problems which are common to school-based consultation (Reinke, Lewis-Palmer, & Merrell, 2008). My second article focuses on the teachers to improve student behavior in the classroom and this is
This encourages the child to continue the positive behaviour and they will be rewarded with positive attention and something for example as a toy or treat.
This assignment will look at supporting positive behaviour. I will begin by looking at why consistency is important when dealing with behaviour and applying boundaries and rules. I will include some examples of these rules and boundaries in accordance with school policy and procedure
whenever possible ignoring attention seeking behaviour, unless their attention is drawn to it (perhaps by another child) as the message sent then is that it is acceptable to behave in that way
McKevitt, B. C., & Braaksma, A. D. (2008). Best practices in developing a positive behavior support system at the school level. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed., pp. 735–747). Bethesda, MD: National Association of School Psychologists.
Need more time to get their view across. Giving them the time with no interruption can allow them not to feel pressure when they are speaking. Always adapt your communication accordingly to each individual child needs. Allowing them to speak freely, in their own time and with out interruption. If you do not adapt this, communication can be broken; it can distress them and reduce confidence to interact.
If a child appears distracted this should be dealt with before it impacts negatively on your communication.
Reinforcement is an essential part in identifying and encouraging a certain behavior. In the most classic definition, positive reinforcement is a method of identifying to children which behaviors are acceptable and appropriate and which are not (Sigler, E. & Aamidor, S, 2005). Reinforcement is often given as praise for doing a certain task. As educators, saying “great job” or a simple word like “fantastic” are expressed towards students as praise. However, when a student is struggling and praise is given such as “you are doing so well”, the negative aspects of praise present themselves. The child is aware of the empty praise therefore it may work against the teacher if it is taken as a false
To build a good relationship with children, it is important that you encourage them to interact with you. This should be in a relaxed and natural way. Sometimes rather than telling a child what to do, you may ask them what they think and allow them to make suggestions. Listening plays a vital role here and teaches the children how to listen.
Wheeler, John C, Richey, David Dean (2010). Understanding behavior in children and youth. Behavior Management Principles and Practices of Positive Behavior Suppo
When it comes to inspiring behavioral changes positive reinforcement is more effective than punishment in terms of changing the behavior in the long term. How effectively positive reinforcement affects behavioral changes is closely tied to how behavioral changes are incentivized and rewards bestowed. The case is similar for the application of negative reinforcement. However, rewards and punishments must significantly affect a person’s current situation--for better or worse--in order to inspire change. Let’s look at how positive reinforcement typically results in long-term behavioral change more effectively than punishment overall.
The School-Wide Positive Behavior Support or SW-PBIS program is designed to teach behavior expectations in the same manner as any core curriculum subject. The main idea for the SW-PBIS program is for the school to focus on three to five positive behavior expectations rather than telling the students what not to do in the school atmosphere. The expectations and routines are enforced school-wide in each classroom and in non-classroom areas with the matrices posted throughout the school. These expectations and routines are taught through lesson plans at the beginning of the year in setting specific locations, such as lining up properly in the hallway using a hula hoop to demonstrate proper body space distance. The program also emphasizes positive behaviors through a recognition system of praise. Instead of always concentrating on misbehavior staff rewards appropriate behaviors with some kind of incentive. The Carl Junction School district uses this program by implementing the bark bonus program when staff notices appropriate behaviors at specials, in hallways, in the lunchroom, etc. A staff member gives a student or the whole a class bark bonus, eventually when each class receives a specified amount that classroom is rewarded. As a whole, the classroom votes on which reward they want, such as a movie, bring stuffed animal/blanket, wear pajamas, or play electronics during class.
Children look to adults, parents, and teachers for approval in order to confirm that the behaviors they are exhibiting are ones that are desired (Lawhon & Lawhon, 2000). By acknowledging the child’s behavior as appropriate we teach the child which behaviors are preferred over others (Bukatko & Daehler, 2001).