Token Loss Method

Positive reinforcement occurs after a behavior is exhibited in order to insure the behavior will continue. The following research studies used positive reinforcement treatment plans to increased compliance behavior for children with Oppositional Defiant Disorder and Attention Deficit Hyperactivity Disorder that exhibit stereotypical behavior. The results showed that by using positive reinforcement techniques, children’s disruptive behavior was reduced. Results showed that the positive reinforcement procedures were very effective in various settings such as a school, in home and clinical settings. This paper will discuss the positive reinforcement techniques used to reduce disruptive behavior in children with ODD and ADHD. The purpose of the treatment intervention is to encourage participants to be responsible by putting their toys away when told, by using positive reinforcement. The goal is for participants to learn, how to exhibit good behavior.

Punishment-Based interventions are types of treatment that is sometime used in the field of Applied Behavior Analysis to modify or change behaviors. There is a quite a bit of controversy and misunderstanding related to use of punishment. Punishment-based interventions have been proven to be one of the most controversial treatments used by behavior analyst and found in behavior analyst literature (e.g. Johnston, 1991; Matson & Kazdin, 1981; Repp & Singh, 1990) (DiGennaro Reed, & Lovett, 2008). The definition itself is many times confused or lack understanding. Cooper, Heron, and Heward (2006) explain that punishment frequently misunderstood, misapplied and quite controversial. There are some therapists or behavior analysts, parents, caregivers, teachers, and people in general who support punishment and some who do not (Hall, 2013). Although there is a lot of controversy about whether to use punishment or not, punishment is indeed still sometimes used in the field of applied behavior analysis, but there are special guidelines for using punishment based procedures in the field. Before a behavior analyst can decide whether or not they want to use punishment in an intervention, they must clearly understand the definition

This report detailing issues in behavior intervention first reviews information regarding the use of functional behavior assessments and then explains intervention strategies which may be effective in dealing with behavior issues in schools. In addition, issues that impede treatment are discussed. This source appears to be objectively written with the goal to inform the reader of functional behavior assessments, treatment for problem behavior and issues which may cause treatment to fail. This source may be useful when researching Behavior Intervention Plans because team members and

Despite this, token economy treatments were not always completely successful. Similarly, contingency contracts have been found to also be a widely useful tool to enforce rules and establish clear relationships between behaviors and consequences. For example, contingency contracts have been an effective way of communicating with children to aid in behavioral parenting training. Behavior therapy has made significantly effective contributions in treating maladaptive behaviors in children, as well as stopping child abuse as a result of frustrated and ill-educated parents.

Research has shown that when extra privileges are given in the response cost system, it did not interfere with regular privileges, such as recess (Witt & Elliott, 1982). Overall, the response cost procedures are effective and decrease rule violations and increase academic success (Elliott, Trueting, & Robertson, 1998). Response cost procedures reduced inappropriate expressions and nonstop attention seeking behaviors (Elliott, Trueting, & Robertson, 1998), and are effective in reducing aggressive behaviors in preschoolers and elementary school aged children (Reynolds & Kelley, 1997). The use of a token reinforcement procedure also overcomes the symptomology of hyperactivity and increases academic achievement in students with hyperactivity difficulties (Ayllon, Layman, & Kandel, 1975). Response cost procedures have been shown to increase on-task behaviors and reduce inappropriate behaviors in children with ADHD (Jurbergs, Palcic, & Kelley, 2007). In addition, teachers found that the use of response cost procedures are simple to manage, effective, and appropriate for eradicating problematic classroom behaviors (Reynolds & Kelley, 1997), and are less disruptive than time out procedures because the child is not removed from the classroom activity (Reynolds & Kelley, 1997). However, response costs and positive reinforcement when combined produce more instantaneous changes than did mixed contingencies, and when combined there was an increase in the students’ on-task behaviors (Elliott, Trueting, & Robertson, 1998). When solely combining punishment with response cost, it can produce unwanted side effects in both applied and clinical settings (Witt & Elliott, 1982). The bulk of the research supports the use of reward and cost procedures (Elliott, Trueting, & Robertson, 1998). Positive reinforcement interventions are more acceptable and perceived as the

Exacerbating problematic behavior will create a positive-feedback loop (Nichols, 2014,

When it comes to inspiring behavioral changes positive reinforcement is more effective than punishment in terms of changing the behavior in the long term. How effectively positive reinforcement affects behavioral changes is closely tied to how behavioral changes are incentivized and rewards bestowed. The case is similar for the application of negative reinforcement. However, rewards and punishments must significantly affect a person’s current situation--for better or worse--in order to inspire change. Let’s look at how positive reinforcement typically results in long-term behavioral change more effectively than punishment overall.

The “Good Behavior Game” is a method in which students depend on each other in a group setting, and is applied class wide. This article focus on the behavioral changes of a fist grade general Ed class in the inner city, and its changes in relation to the Game. The purpose of this article is to share these findings with educators and individuals who are interested in classroom management.

Through the collection of data, the school team creates a Behavior Intervention Plan that will assist the student in learning to self-regulate their behaviors. As a result, the target behaviors are defined and identified. Behavioral Supports and Interventions that are currently used are documented along with replacement behaviors that serve the same function and strategies for teaching new behaviors. While working with the student, my role is to address the negative behaviors and to provide the student with alternative replacement skills or

Helseth et al. (2014) discussed the effects of reinforcement for deviant peer behavior (RDPB) on 151 elementary age children with a definite diagnosis of ADHD and 71 children without ADHD. It was hypothesized “that reinforcement of deviant peer behavior would be significantly more prevalent among children with ADHD-CP [conduct problems] and ADHD-only than controls, and more prevalent

This study investigated the how adolescents’ disorderliness can be influenced or treated by self-management and token reinforcement, thus testing the Social-behaviouristic theory which highlights that behavioural traits are acquired through the value of reinforcement. Four separated hypothesis were tested within this study based on measuring how two variables influence the other. The first hypothesis summarised that there is no difference between the effects that self-management and token reinforcement have on disorderliness. The second and third hypothesis state that the variables gender and socio-economic status lack a difference in the effect that self-management and token reinforcement has on disorderliness. Finally, the fourth hypothesis

Behavior analysis, health care professionals, and psychologists require competent procedures to find responses to relevant questions and to stay current with scientific literature. Behavior analyses use the best research that is evidence-based that supports clinical expertise and patient values (Walker, 2007). It makes significant differences in how effective more or less interventions are with clients, their families and society (Slocum, 2012). Clients deserve the best care and expertise that they can receive when it comes to their health and well being. Therefore, behavior analysis use work as a psychology professional to ensure the best type of interventions and therapy is provided to their clients. Before implementing a behavior change a functional assessment must be completed on the client.

The Holiday Store provides acknowledgment and appreciation for pro-social behavior. Acknowledgment for positive participation is the positive response for expected behaviors by youths. According to social learning theory, the behavior is significant for reinforcement or lack of reinforcement that follows the action. Behavior is reinforced through incentive (positive reinforcement) and avoidance of punishment (negative reinforcement) or weakened by aversive stimuli (positive punishment) and loss of incentive (negative punishment) (Akers et al. 1979). Reinforcement affects an individual’s motivation to engage in similar behavior in the future. Social reinforcers have major effects on behavior. These social reinforcers can come from the peer group,

This method however opens the possibility of bias due to social desirability (van de Mortel, 2008) where participants were requested to record as objectively as possible like a camera was watching them. It is already known that internet based cognitive behaviour therapy (CBT) is an effective way to reduce procrastination (Rozental & Carlbring, 2013), so this study hopes that BM plans are similarly effective especially when reinforcers and punishers are contingent and valuable. It’s important that rewards are of some importance to the individual so that reinforcers can act as discriminating stimulus. E.g. money isn’t a good reinforcer because it’s worth different values to different people, whereas a token economy would be more

For students in a self-contained classroom, cueing and behavior modification are frequently used components of behaviorism. Cueing is using a method other than a verbal reminder as a way to encourage appropriate behavior, or discourage inappropriate behavior (Standridge, 2002). Behavior modification, as outlined in Foundations of Workforce Education, is used “to elicit better classroom performance from reluctant students” (Brewer, Campbell, & Petty, 2000, p.17). Behavior modification involves several components, such as determining what is desired, creating specifics within the environment, identifying appropriate rewards, reinforcing behavior patterns,