Conversations about Classroom Management

XWBusinessmail

0134792076_CH09_PPT.pptx

Home >Education homework help >Conversations about Classroom Management

Behavior Management: Principles and Practices of Positive Behavior Supports

Fourth Edition

Chapter 9

Using Reinforcement to Increase Appropriate Behavior

If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

1) MathType Plugin

2) Math Player (free versions available)

3) NVDA Reader (free versions available)

Learning Objectives

9.1 Define and discuss reinforcement

9.2 Describe positive and negative reinforcement

9.3 Identify and describe classes of positive reinforcement

9.4 Discuss the principles of effective reinforcement

9.5 List and describe methods for using positive reinforcement within learning environments, including naturally occurring reinforcers and how the use of reinforcement relates to P B I S

9.6 Describe the applications of reinforcement programs within the classroom such as group contingencies

Key Terms (1 of 2)

Chaining

Classes of Reinforcers

Establishing Operations

Fading

Interval Schedules

Naturally Occurring Reinforcers

Negative Reinforcement

Positive Reinforcement

Key Terms (2 of 2)

Ratio Schedules

Reinforcement

Shaping

Stimulus Control

What is Reinforcement?

Consequence that follows a behavior and that strengthens it

Delivery of consequence must maintain or increase rate, frequency, duration, and/or intensity of behavior

Can occur naturally or be planned

Reinforcement history is developed through life experiences that shape what an individual thinks is reinforcing

Effective reinforcements are individualized and catered to individual preferences

Positive Reinforcement

Presentation of stimulus increases probability of occurrence of future behavior

Widely used in classroom settings and other learning environments

Includes verbal praise, smiles, teacher proximity, access to preferred activities, and choice

Must be individualized and valued by individual to be effective

Negative Reinforcement

Occurrence of target behavior is followed by removal of aversive stimulus, resulting in increase in target behavior

Often misunderstood to be a punishment

Strengthens probability of target behavior

Can also include avoidance behavior

Solutions include altering task demands that would promote participation, teaching alternative skills to address deficiencies, and using positive reinforcement

Selection of Reinforcers (1 of 2)

Reinforcers work best when they are paired

Can be classified in the following ways:

Edibles (food and drink preferences)

Activity (enjoyed by individual)

Tangibles (toys, clothing, notebooks)

Social (praise, conversation, eye contact)

Tokens (exchange for specific reinforce)

Naturally Occurring (not formally defined)

Selection of Reinforcers (2 of 2)

When identifying reinforcers consider:

Asking parents/family what learner enjoys

Asking learner what he/she enjoys most

Providing learner with choice

Performing review of successful reinforcers

Principles of Effective Reinforcement

Reinforcement must be contingent and immediate

Establishing operations will increase value of reinforce

Intensity of reinforce will result in more effective outcomes

Quality of reinforce will also determine effectiveness

Using Positive Reinforcement within Learning Environments (1 of 5)

Continuous reinforcement occurs when a target response is reinforced following occurrence

Skill acquisition stage of learning is best time for continuous reinforcement

Intermittent reinforcement occurs every second or third time until natural reinforcement is enough

Fluency and maintenance building stages of learning are best for intermittent reinforcement

Using Positive Reinforcement within Learning Environments (2 of 5)

Intermittent reinforcement schedules can include fixed interval, variable interval, fixed ration, and variable ratio

Interval schedules connect to period of time

Ratio intervals connect to average number of responses

Shaping can be used in new skill development and focuses on successive approximations of target behavior

Using Positive Reinforcement within Learning Environments (3 of 5)

Chaining can also be used in new skill development and focuses on entire skill or behavior

Chaining can be divided into three methods: total task presentation, backward chaining, and forward chaining

Total task presentation allows students to attempt each step in task analysis from beginning to end

Using Positive Reinforcement within Learning Environments (4 of 5)

Backward chaining teaches a task beginning with last step and going in descending order

Forward chaining teaches a task from beginning step to last step

Stimulus control involves a student successfully discriminating antecedent stimulus and responding in an appropriate way

Fading systematically removes instructional prompts so behavior occurs naturally

Using Positive Reinforcement within Learning Environments (5 of 5)

Prompting is a teaching method designed to provide instructional support to learner

Time delay prompts allow 3-5 second time delays to give learner time to respond before next prompting level

Time delay prompts can be constant or progressive

Applications of Classroom-Wide Reinforcement Programs

Token Economy Program-most prevalent in serving learners with behavioral or emotional disorders

Team-Based Models of Reinforcement-students are assigned to teams and compete for points

Using Positive Reinforcement within the P B I S Model

S W P B I S is built around transforming the school culture to develop positive environments to allow students to learn and grow

Positive reinforcement is used to promote targeted behavior expectations

This can be implemented on a schoolwide and individual basis