When studying behavior, it is tempting to focus on identifying negative behaviors and subsequent strategies to change those behaviors. But there is a flip side to this coin. For every negative behavior there is a positive alternative, and often the focus is on using reinforcers to promote the frequency of positive behaviors. The principle of positive reinforcement suggests that if someone in a given situation does something that is immediately followed by a positive reinforcer, then that individual is more likely to do the same thing the next time they encounter a similar situation.
For this Discussion, you will consider the application of positive reinforcement and its impact on increasing the frequency of behaviors. In addition, you will consider a scenario and, based on the circumstances described, identify positive behaviors that could be developed and discuss creating a successful plan to do so.
To Prepare
- Review the Learning Resources for this week, including the required weekly media programs, to explore positive reinforcements to gain an understanding of increasing frequency of behaviors. Note: It is critical for you to review all media for this week prior to completing this Discussion.
- Consider the following scenario:
An elementary school has approached you about a problem it is having with recess. One recurring problem is the transition from playground back into the school building and subsequently into each classroom. As a group, the students seem unable to calm themselves after being on the playground. Their behaviors include pushing, name calling, yelling, and jockeying for positions closest to the school door.
Resources
- Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
- Chapter 11, “Positive Reinforcement” (pp. 252–286)
- Lane, K. L., Menzies, H. M., Kalberg, J. R., & Oakes, W. P. (2012). A comprehensive, integrated three-tier model to meet students’ academic, behavioral, and social needsLinks to an external site.. In K. R. Harris, S. Graham, T. Urdan, A.G. Bus, S. Major, & H. L. Swanson (Eds.), APA educational psychology handbook, Vol 3. Application to learning and teaching (pp. 551–581). American Psychological Association. https://doi.org/10.1037/13275-022
- Leaf, J. B., Dale, S., Kassardjian, A., Tsuji, K. H., Taubman, M., McEachin, J. J., Leaf, R. B., & Oppenheim-Leaf, M. L. (2014). Comparing different classes of reinforcement to increase expressive language for individuals with autism.Links to an external site. Education and Training in Autism and Developmental Disabilities, 49 (4), 533–546. https://www.jstor.org/stable/24582349
- Mangum, A., Fredrick, L., Pabico, R.; & Roane, H. (2012).The role of context in the evaluation of reinforcer efficacy: Implications for the preference assessment outcomes. Research in Autism Spectrum Disorders, 6 , 158-167. https://doi.org/10.1016/j.rasd.2011.04.001
- Credit Line: The Role of Context in the Evaluation of Reinforcer Efficacy: Implications for the Preference Assessment Outcomes by Mangum, A., Fredrick, L., Pabico, R.; & Roane, H., in Research in Autism Spectrum Disorders, Vol. 6/ Issue 1. Copyright 2012 by Elsevier Inc. Reprinted by permission of Elsevier Inc. via the Copyright Clearance Center. Licensed in 2021.