The power of positive reinforcement is nothing new and is commonly applied to a variety of professions. Business fields, such as organizational behavior and leadership, study the impact of positive reinforcement on employee morale and motivation. Animal trainers study the impact of positive reinforcement when training animals. And, of course, educators apply concepts of positive reinforcement on a very regular basis when interacting with students.
For this Assignment, you will consider the type of scenario that would typically lend itself well to the application of positive reinforcement. Based on the circumstances of the scenario you will define one or more target behaviors and develop a plan to increase the behavior(s). You will also analyze the role and responsibilities of various individuals in executing this plan.
To Prepare
- Consider the scenario:
A seventh-grade teacher has approached you about increasing a junior high student’s appropriate classroom behaviors (e.g., arriving to class on time, bringing necessary materials, beginning work on time). The teacher reported that the student always rushes to the computer when given the opportunity.
Assignment (1–2 pages):
Based on the scenario, design an intervention that includes:
- An operational definition of the target behavior(s)
- A clear description of a behavior plan to increase the target behavior
- Roles and responsibilities of:
- The teacher
- The student
- Behavior analyst
Be sure to support your Assignment 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 Assignment. Use proper APA format and citations, including those in the Learning Resources.
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.