Differential Reinforcement Analysis

Give a school-based example of two of the following: positive reinforcement, negative reinforcement, punishment, or extinction.

Positive reinforcement is utilized in the classroom by a teacher to strengthen a desired behavior and to increase its likelyhood to occur again. An example, would be giving out a candy bar everytime a student sits in their corresponding seat. A second example, of positive reinforcement in a classroom would be praising a student with a “good job” or “excellent” stamp after a student gets the correct answer to a problem. Positive reinforcement can not only strengthen good behavior amongst students but also cause extinction of dispruptive behaviors. Students will notice the postive behaviors reinforced by rewards while negative behaviors

Give a field-based example of two of the following: positive reinforcement, negative reinforcement, punishment, or extinction.

Negative reinforcement is removing an unpleasant consequence when a behavior is exhibited in order to encourage said behavior. This was shown when

While the presence of certain characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the classroom. The successful behavior management in classroom can be improved by colleagues as well as by the family of the students. While considering the needs of students with behavioral and emotional problems, the paper aims to develop appropriate strategies for teaching students with behavioral disorders in the classroom.

There are both general and special education teachers who have reported that they “aren't adequately trained to deal with the aggression, defiance, and sometimes even violence that they witness daily which seems to be increasing in children at younger ages (Ruef, Higgins, Glaeser, & Patnode, 2009). Teachers' lack of time planning, there being a high number of students in the room and only one or two teachers, and lack of administrative support to apply behavior changes in general have all been noted as problems related to

Children who have behavioral, emotional and social difficulties may be withdrawn or isolated, disruptive and disturbing and they may be hyperactive.They may lack concentration and have immature social skills. Challenging behavior may arise from other complex special needs. Children who have these needs may require a structured learning environment, with clear boundaries for each activity. They may need extra space to move around and to ensure a comfortable distance between themselves and others. They may take extreme risks or have outbursts and need a safe place to calm down.Behavior support or counseling may take place in a quiet supportive

Modern behavior modification relies on the basic principles of operant conditioning. Within operant conditioning, reinforcement, a behavioral consequence that results in the increase of future behaviors, and punishment, a consequence that results in the decrease of future behaviors, are used to manipulate behavioral deficits or excesses within individuals (Miltenberger, 2016, p. 67, 102).While these two procedures are used frequently within behavior modification, other tools, such as extinction, are frequently used as well. Extinction is the process of no longer providing reinforcement for behaviors that have been previously reinforced. The result of this process is that the behavior

    One personal account I can recall is about  a boy in my classroom who just can’t stay seated; he often walks around the classroom and distract other students; making noise during class time, and does not pay attention. There’s a shy girl in my classroom who is quiet, who is often withdrawn from peers and daydreams often, even though it may seem as if she is paying attention to the teacher and actively doing her classwork. It was brought to our attention that  the hyperactive boy has a

· Behaviour difficulties are often caused by underlying conditions, including mental health problems, underlying disabilities, and problems outside of school. Schools should look at the underlying causes of behaviour, as well as having appropriate disciplinary routes.

With extinction, the challenging behavior is eliminated or decreased by withdrawing the reinforcement. Since the child does not receive the desired response from the adult, he/she engages in less tantrums and/or disruptive behavior. This strategy is fitting for preschoolers and children in a K-3 setting. Furthermore, the use of DRO is emphasized in this journal. DRO is providing reinforcement when a challenging behavior has not occurred during a specific period of time. This strategy is suitable for preschoolers and children in a K-3 setting. This method helps children reduce challenging behaviors, specially if positive behaviors replaces them and are

One of these problems could be behavioral. When it comes to having a student with behavioral problems, it is important that you teach this student skills that he or she could use outside of the classroom to help with their behavior or manage it. Students Allison Bruhn and Christi Kreigh of the University of Iowa and Sara McDaniel of the University of Alabama recently put out an article entitled Self-Monitoring Interventions for Students with Behavior Problems: A Systematic Review of Current Research, which focused primarily on ways in which you could help students deal with their behavior problems. One point addressed which I found interesting was the idea of positive reinforcement (Bruhn and Kreigh and McDaniel 2015). If a student has a behavior problem, such as anger issues, positive reinforcement would play a huge role in attending to that. By positively reinforcing this student, it will make them feel better and also boost their confidence (Bruhn and Kreigh and McDaniel 2015). Positive reinforcement could be saying, “You’re doing great!” when a student gets frustrated or, “Way to go! I’m so proud of you!” This ties into generalization such that the student can take what they have learned or observed, and think about it and apply it to themselves when they are in a particular situation that sparks their behavior. This enables

Reinforcement is an essential part in identifying and encouraging a certain behavior. In the most classic definition, positive reinforcement is a method of identifying to children which behaviors are acceptable and appropriate and which are not (Sigler, E. & Aamidor, S, 2005). Reinforcement is often given as praise for doing a certain task. As educators, saying “great job” or a simple word like “fantastic” are expressed towards students as praise. However, when a student is struggling and praise is given such as “you are doing so well”, the negative aspects of praise present themselves. The child is aware of the empty praise therefore it may work against the teacher if it is taken as a false

In the last fifty (50) years there has been significant contributions in the field of education in regards to how children learn, and the models in which learning theories have been developed and utilized within the classroom setting. Additionally, in as recent as the last twenty years the most notable of shifts has been that of students as “sponges” where teachers lectured and students listened, and took notes; to that of learning as a process of active engagement (Cuban 1993). The former paradigm being rooted in and is the basis of behaviorist-learning theories. Essentially, training the individual or student to respond to conditioned stimuli. This method proved to be an antiquated

Special education students have severe behavior or emotional issues that can disturb the classroom learning environment for themselves and the non-disabled peers. Disabled students often act out from not feeling accepted, frustration from the difficult material, and their cognitive obstacles. According to the article Time to leave inclusion out, seventy percent of teachers blamed the inclusion of children with special needs for increasingly bad behavior in the classroom.