Overview
Respond to at least two colleagues’ posts in one of the following ways:
- Explain whether you agree or disagree with your colleague’s explanation of how positive reinforcement could be utilized to help Bobby increase physical activity and why.
- Offer additional insight into their suggested evaluation of the effectiveness of the proposed reinforcer.
Be sure to support your posts and responses with specific references to behavior-analytic theory and research. In addition to the Learning Resources, search the Walden Library and/or the internet for peer-reviewed articles to support your posts and responses. Use proper APA format and citations, including those in the Learning Resources.
Hi classmates,
This week we are exploring how positive reinforcement can turn a favorite activity into motivation for healthy habits. Below is a short plan that uses video game time to help Bobby become more active.
Reinforcer (what Bobby earns)
Give Bobby 5 minutes of his favorite video game for every 10 minutes of brisk walking or biking (Cooper et al., 2020).
Timing (when he gets it)
Hand him the controller immediately after each 10-minute block. Once he keeps the routine for a week, stretch the rule to 20 minutes of exercise for the same reward. The Increasing frequency of behavior video shows this schedule-thinning step (Morgan, 2010; Walden University, LLC, 2019-2021).
Motivation (why he will care)
Keep games off-limits until the workout is finished, let Bobby choose the type of exercise, and add enthusiastic praise each time he earns play time (Redshaw, 2007). These extra touches keep the reward fresh and fun.
Evaluation (how he will know it works)
Track Bobby’s active minutes for one week with no rewards to get the baseline. Then graph daily minutes once the plan starts. Classroom studies show simple rewards can lift children’s step counts by about 30% in two weeks, a good target for Bobby (Kuhl et al., 2015). If his activity drops three days in a row, return to the 10-minute rule and thin more slowly.
References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
Kuhl, E. H., Rudrud, B. N., Witts, B. N., & Schulze, K. A. (2015). Classroom-based interdependent group contingencies increase children’s physical activity. Journal of Applied Behavior Analysis, 48(3), 605-610. https://doi.org/10.1002/jaba.237Links to an external site.
Morgan, D. L. (2010). Schedules of reinforcement at 50: A retrospective appreciation. The Psychological Record, 60, 151-172.
https://doi.org/10.1007/BF03395699Links to an external site.
Redshaw, S. (2007). “Cleaning your glasses”: A prerequisite for “catching your child being good.” Australian and New Zealand Journal of Family Therapy, 28(1), 28-34. https://doi.org/10.1375/anft.28.1.28Links to an external site.
Walden University, LLC. (2019-2021). Increasing frequency of behavior [Video]. Walden University Blackboard.