Differential Reinforcement Analysis

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

The author, a professor of special education, is an expert in the areas of behavior disorders, the assessment and treatment of behavioral disorders and interventions for behavioral disorders. This article provides an objective and useful discussion regarding the relationship between Behavior Intervention Plans and the issues that must be address by school staff when developing and monitoring them. The author also provides readers with specific areas which must be address when developing Behavior Intervention Plans. The information provided may be useful for teachers and school staff.

Give a school-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

There are environmental and internal factors that could have an impact on a student’s behavior. Students with challenging behaviors are communicating to their teachers that their needs are not being met and something is not right. This communication is often in the form of problem behaviors.

The first is a baseline schedule of reinforcement (Vollmer & Athens, 2011). Research has shown that that during baseline, intermittently reinforced behavior is more resistant to extinction than behavior that was on a continuous reinforcement schedule. This is called a partial reinforcement extinction effect (Vollmer & Athens, 2011) . If a behavior was intermittently reinforced, the learner has already experience deprivation to the reinforcer. Therefore, not receiving the reinforcer during extinction will not have a true effect on the display of the target behavior (Vollmer & Athens, 2011). If the target behavior was continuously reinforced during baseline the change to extinction where there is no reinforce would be considered discriminable and the behavior is more likely to diminish (Vollmer & Athens, 2011). This promotes the use of a continuous reinforcement prior to extinction to produce results more rapidly (Vollmer & Athens,

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

34). I chose this theory, as I have witnessed children being empowered and striving for their best after the educator facilitated them to build a positive mindset. Children learn from making mistakes and challenges, these come together and help mathematical thinking and cognitive development (Boaler & Dweck 2016, p. 13). The educator which I had, could have taught children in a more positive way and encouraged children to do their best, but also make sure they know everyone makes mistakes and there will not be penalties for

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

    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

These conditions lead to several roles in the classroom that can cause trouble like leaders, clowns, fall guys, and instigators. Redl and Wattenberg's contributions helped teachers work more effectively with students by pointing out humans behave differently in groups than individually. They also provided the first well-organized, systematic approach to improving behavior in the classroom. Redl and Wattenberg (1959) suggested that educators support students' self-control from the position that individuals can be responsible for controlling their own conduct. Much misbehavior results from a temporary lapse of an individual's control system, rather than from a desire to be disagreeable. To mold students' behavior, teachers can use the pleasure-pain principle, in which they deliberately provide experiences to produce a range of pleasant to unpleasant feelings. Redl and Wattenberg emphasize, however, that the pleasure-- pain principle does not mean that a teacher, in the heat of anger, should lash out at a student. Likewise, pain or punishment should not take the form of revenge (Redl & Wattenberg, 1959). Another theory is B.F. Skinner (1904-1990), where

According to openstax, our behavior is the result of conditioned response. In this case you get excited and go down memory lane with the ice cream truck song. You are conditioned response is to become happy when the song is heard.

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

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.

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.