Positive And Negative Reinforcement

B.F. Skinners theory of operant conditioning is probably the most commonly used theory in practice in early years settings. Skinner suggested that people draw conclusions based on the consequences of their behaviour when exploring the environment. He divided the consequences into three areas. The first area being positive reinforcers where people are likely to get something they desire if they repeat a certain behaviour. He suggested that this was the most effective way to encourage new learning. This can be seen in early years settings where by children are rewarded for good behaviour this lots of praise, attention, stickers or treats. This will help children to carry on showing good behaviour until such a time when it is learned. Second is negative reinforcers which are used to stop something from happening but the behaviour is also likely to repeated. Just like when a child is going down a slide but doesn’t like going fast so they use their hands on the sides to slow themselves down. The third is punishers, which is a behaviour that you learn to stop doing e.g. if you receive a shock from an electric fence then you learn to stay away from it.

Positive reinforcers- Likely to repeat their behaviour when they get something they desire. He suggested this was the most effective way of encouraging new learning. Positive reinforcers for children include gaining adult attention, praise, stickers, sweets and treats.

Keeping in mind that identifying the variables that maintain problem behavior (reinforcement) is more affective for treatment selection (Mevers, Fisher, Kelley, and Fredrick, 2014), one common treatment for problem behavior is Noncontingent reinforcement. (Carr, Severston, & Lepper, 2009). NCR is used in combination with extinction for problem behavior and involves dense schedules of reinforcement that are decreased gradually (as cited in; Phillips, Iannaccone, Rooker, and Hagopian, 2017). The problem behavior may be replaced by an alternative behavior already existing in the individual repertoire, during NCR (Virues-Ortega, Iwata, Fahmie, and Harper, 2013). The American Psychological Association’s Division 12 criteria for empirically supported treatments established NCR and extinctions as an effective treatment for problem behavior (Chambless & Hollon, 1998). When the schedules of NCR are dense there is a reduction of the Motivating operation (MO) for problem behavior (as cited in; Phillips, Iannaccone, Rooker, and Hagopian, 2017). NCR is more effective when the same reinforcement maintaining the behavior (functional reinforcement) is used in the contingency instead of an alternative reinforcement (as cited in Phillips,iannaccone, Rooker, & Hagopian, 2017). Thus, the same reinforcement responsible for maintaining problem behavior should be used in an NCR contingency (Vollmer et al. 1993). In a study by Phillips, Iannaccone, Rooker, & Hagopian (2017), Non-contingent

There are two types of reinforcement; positive reinforcement and negative reinforcement. Positive reinforcement strengthens the behavior through positive stimulus and includes a positive reinforcer, which causes the behavior to

satisfaction at a completed task. These reinforcers can be social i.e. the teacher praises the child or material such as a sticker for good work.

The use of reinforces cause the target behavior to occur more with the pass of the time. I would say

People engage in behavior to get reinforced. Just because one event works for one person doesn’t mean it will work for another. Many kinds of reinforcers influence people’s behavior.

Reinforcer is defined in our notes as, “any event that: (1) follows a behaviour and (2) increases the probability or likelihood of that behaviour occurring more frequently in the future” (Algonquin, 2017). We can change behaviour using this powerful tool, individualizing it to suit the learner. Anticipation is a great motivator so we need to ensure reinforcement is immediate and predictable. Preference assessments should be revalued on a regular basis as preferences change, Alex may in time be motivated by Superman instead of Pokémon. As reinforcement is dependent on the response quality of the learner, the teaching environment needs to be controlled by the therapist.

In order to effectively reduce problem behavior, the newly taught alternate behavior should require less response effort, have a denser schedule of reinforcement, and have a shorter delay to reinforcement than the problem behavior (Horner & Day, 1991). Prompting of the replacement

A reinforcer refers to any type of stimulus that is likely to increase the frequency of a specific behavior or response (Cherry, 2016). Essentially, there are two types of reinforcers in operant conditioning: primary reinforcers and secondary reinforcers.

A reinforcer is motivation to increase the chances that a behavior will happen again (Licht 2017). There are two different types of reinforcement: Positive and

To know what reinforce Danny’s behavior, prior to assessment determine items Danny like the most. The items could include edible, movies, stories, or toys.

The difference between negative reinforcement and punishment there is a clear difference. Negative reinforcement is where something is taking away from a scenario to have a better outcome. For example, when you are at a light on the road and it turns green and the car in front of you doesn't move, one would blow their horn causing the car to move ( ). While negative punishment is where something is taken away from them that they desire because they are doing something unacceptable ( ). For instance, if your child is back talking, you could take their phone or video game to teach them a lesson.

There are four types of reinforcement in the chapter. One way to elaborate the same term with different definitions is to compare them. For example, you can list the four psychologists with the reinforcements in one slide so we can see their similarities and differences.

Reinforcement is the consequence of a behaviour that increases or strengthens behaviour (O'Donnell et al., 2015). Specifically, positive reinforcement involves adding something pleasant to a situation that when given increases the frequency of positive behaviour. Positive reinforcement can include; praise, privileges, attention, high marks, awards, public recognition, smiles and positive feedback. There are also unsuitable positive reinforcements for use in the classroom including food and physical touch. These have become unacceptable due to allergies and political reasons. Teachers are encouraged to use positive reinforcement within the classroom as it promotes acceptable behaviour (Reeve, 2009). Positive reinforcement is most useful when