Positive Reinforcement Strategy Paper

Parents should eliminate the use of physical punishment as a form of reinforcement for children because it could possibly lead into the act of child abuse; instead, parents should try alternate methods for teaching children acceptable behavior.

Workout plans are implemented by operant conditioning to reinforce a behavior. Behaviors are influenced by reinforcements or punishments we have learned. If one wants to help a friend make the football team and lose weight they must use operant conditioning. The friend can use several methods including positive and negative reinforcements, while also using positive and negative punishments. Overall these four methods will allow the friend to learn good habits in order to achieve weight loss goals.

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

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

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

Positive reinforcement is when a child is given something in order to show the child to repeat an act and negative reinforcement is when something is taken away in order to repeat an act (). Many things occurred during my visits that are examples of punishment and reinforcement. An example of positive punishment is when the children were told to stop fidgeting in their chairs and they were told a second time when they were not listening. An example for negative punishment is when the monitor took away one of the girls necklaces because she would not sit still and listen to the play that was going on. An example of positive reinforcement is when the monitors gave a hug to one of the boys for helping cleaning up when she told the kids that it was clean up time. Finally, during the visits I did not see any examples of negative reinforcement, but an example would be taking away check marks that were placed next to their name for miss

A behavioral paradigm in psychology suggests looking at all behaviors in unison instead of simply assuming if one behavior, or symptom, is distressing. The most critical behavior to consistently look at, in Elliot’s case, is the creation of multiple personalities, and more specifically the imaginative personality of his father. Additionally, a behavioral paradigm avoids assuming symptoms are distressing simply because the patient says they are feeling that way. That is one of the biggest strengths of a behavioral paradigm in psychology; it avoids the possibility of the patient, or Elliot, explaining away clear behaviors that indicate a Dissociative Identity Disorder. Elliot may insist that he thinks his imagined personas are real yet, since

In the episode, Sheldon is using positive reinforcement to train Penny to not annoy him. He gives Penny a piece of chocolate when she does something that pleases him. An example would be when Penny accidently sits in Sheldon’s seat, she immediately moves out of his seat. This earns her a piece of chocolate. Penny starts to change her behavior to earn the piece of chocolate from Sheldon.

If I recall from my undergraduate days, positive reinforcement occurs dependent on a behavior occurring when reward is presented that’s dependent on that behavior. A few years back, a student and parents were sitting in my office and the mom says, “Mi hijo, you did not know English five years ago, and now you are helping your brothers with their homework. In a few more classes, you will learn to do this and be able to help your brothers too. They learn so good from you.” I am always fascinated by moms and dads that can use positive reinforcement as a powerful tool to achieve a variety of agenda in regards to keeping their children motivated academically. For many of my immigrant parents, the term “positive reinforcement”

Mrs. Dorland and Mrs. Hendryx use a few different forms of reinforcement and punishment. One example is the use of Brownie Points. When the class does something extremely well as a whole, they get a brownie point added. If they reach 24 points, then their teacher will bring in brownies for the class. This vicarious reinforcement rewards the class for working together and to remind the kids for future situations. Another system they use is with magnets where every student has their own magnet on the board. There is a chart on the board that has five different categories: Outstanding, Good Choices, Thinking Time, Teacher’s Choice, Parent Contact. Every day the magnets start out at Good Choices. Throughout the day depending on how the student behaves, they could either get their magnet moved up or down. I think these are good ways of keeping the class controlled and focused. They give the kids freedom to make their own choices, and from that there are consequences, whether they be bad or good. I also like how the magnet system resets each day. A kid might just be having a bad day if they get their magnet moved down, so it is important and necessary to give second chances.

Although this project included a variety of assessment methods, there were some potential limitations. First, there were no ongoing preference assessments before conducting the reinforcement assessment in different days. Kennedy and Haring (1993) indicated that individuals with profound intellectual disabilities could change not over time, even within the course of one day. In addition, these individuals also demonstrated habituations and novelty effects which may influence the validity of further reinforcing testing or assessments (Logan et al., 2001). Therefore, it is important to reassess participant’s preferences frequently to ensure the experimenter is always using the preferred items. However, it is relatively time-consuming to conduct

I have experienced the behavioral learning theory in a classroom, at home and in public. The behavioral learning theory deals with children learning from their actions by receiving reinforcements (Snowman, McCown 149). One of the principles of operant conditioning that I have experienced is positive reinforcement. Positive reinforcement is used when a teacher/parent wants to strengthen a desired behavior with positive reinforces (Snowman, McCown 150). Examples of positive reinforces are stickers, toys, candy, or even a fun activity. I remember when I was a third grader my teacher had a prize box. During the week, we would earn golden star stickers. I earned stickers when I successfully completed the activity, listened to lesson, or when I helped

Tashawna Duncan, Kristen Kemple, and Tina Smith all agree that implementing reinforcements in early childhood is critical for the push for all inclusive classrooms. No two children are alike. Therefore, it’s up to the teacher to determine effective ways to get all of the students to perform and master the desired behavior in the class. Some kids are motivated to perform simply because they like to please adults. Yet, what about the children who need more positive reinforcement? That’s when the teacher can implement social, tangible, activity reinforcers. “A particular behavior is said to be positively reinforced when the behavior is followed by the presentation of a reward that results in increased frequency of the particular behavior” (Abbendento

Children are often encouraged to try their best and work hard for their achievements when doing things like playing sports. Every parent wants their child to be the best and be recognized for doing a good job, especially if they are the best at it. But is giving out trophies to everyone essential in encouragement or should only the winners receive the gold? These two authors discuss when it is appropriate to give children trophies and when it is not.

For this situation I would use removal punishment strategy by removing a desirable punishment something that she does not want to lose for instance loss of privilege (Ormrod, 2014). Have a conversation about the consequences for being late and it will end in a loss of privilege if this further continues. I will also give her suggestions like sleeping a little early so she can wake up a little earlier to fix her hair. I will keep student motivated by acknowledging that she did a fantastic job in coming in to class on time this week and to keep up the good work. I will use intermittent reinforcement because I will encourage all students for not being tardy and present to class by giving them extra points on an assignment of choice. Giving