responding to peers

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Type of discipline/ guidance	How it works	Advice/cautions
Reinforcers/ Rewards
Material reinforcers	These can be primary (e.g., food) or secondary (e.g.,money). These are given to the child after the child has exhibited the required behaviors.	Be careful not to create situations where children believe They must be rewarded for everything they do. Never reward a whole group for the behaviors of a few.
Social reinforcers	Smiles, hugs, and kind words are social reinforcers, as is adult attention (which is why teachers must becareful when responding to negative behaviors).	This is often the best kind of reinforcement because it creates important trust and relationships.
Activity reinforcers/ Premack principle	Completing a less-than-desirable activity (e.g.,cleaning up the art area) is rewarded by a More favorable one (e.g., playing on the computer).	Caution must be observed to make sure this does not punish a child incapable of completing the first task to the teacher's satisfaction.
Positive feedback	This is verbal feedback that tells the child he or she is doing well and making progress. The more specificthe praise, the more effective it is in modifying behavior.	This is an extremely effective approach because it lets children know what they are doing correctly.
Negative reinforcement	This is increasing a behavior by removing a negativestimulus. For example, children will complete work more quickly so they can go to the playground sooner.	Rather than using negative reinforcement, teachers should determine whether the behavior children are trying to avoid could be made more meaningful and interesting.
Token economy	Children's appropriate behavior is rewarded immediately with tokens, which are exchanged for material reinforcers or privileges.	Tokens must be exchanged for things students really want; a choice should also be provided. Many believe tokens do not work with children under age 5.
Intrinsic reinforcement	Intrinsic reinforcement comes from within the child: feelings of success or happiness, or a sense of competence or pride.	The ultimate goal of discipline and guidance is that they are internalized. Some people believe using extrinsic reinforcers reduces the power of intrinsic reinforcement.
Punishments
Natural consequences	This is the natural result of what a child does or does not do. A child who forgets to put on a jacket will get cold on a winter day. A child who comes late to the meal may miss out on his or her favorite food.	This works only when adults are willing to let go, and to let the child live with the consequences of his or her behaviors. A child needs to be able to make the connection between the behavior and the result.
Logical consequences	If a child spills milk, a logical consequence is to have him or her clean up the mess; a logical consequence for a child drawing on a table is to have him or her scrub the table clean.	The focus should be on fixing the problem and not on the punishment. The child must be able to see how he or she caused the problem and how the action helps to fix it.
Unrelated consequence	A child who does not complete a math assignment is prevented from playing on the playground. There is no logical connection between the behavior and the consequence.	This approach should be avoided as much as possible, because it does not teach anything and can backfire.
Response cost	A child's inappropriate behavior is punished by removing a privilege he or she has earned. For example, a child may earn money for a task and then have it taken away for disobeying.	This approach is most effective when combined with positive reinforcement for appropriate behavior, and when the child does not lose everything he or she has earned.
Verbal reprimands	This is a verbal response by the adult to the child's inappropriate behavior. The response should not be sarcastic, in anger, or degrading. It should inform the child of how he or she can engage in the appropriate behavior.	Verbal reprimands are more effective when they are brief, immediate, and accompanied by eye contact or a firm grip. They should be softly spoken and include a statement acknowledging that the child is capable of exhibiting the appropriate behavior.
Time out	This is a punishment that removes a child from a pleasurable, engaging, or enjoyable situation. The setting should not be reinforcing and the duration of the punishment should be quite short.	Time out should be used sparingly and at the highest end of a behavioral continuum. If it ends up being used frequently, it is not working.
Modeling	Modeling is a very powerful way to teach both appropriate and inappropriate behaviors. It works by the child observing an adult or child who has prestige and competence in a certain behavior or skill.	Adults and children whom other children see as behavioral and learning models must be extremely consistent in their behaviors. It is ineffective to say, "Do as I say, not as I do!"