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Positive Reinforcement is NOT a BRIBE!
Reinforcement is a stimulus that follows and is contingent upon a behavior and increases the probability of a behavior being repeated. Positive reinforcement can increase the probability of not only desirable behavior but also undesirable behavior. For example, if a student whines to get attention and is successful in getting it, the attention serves as positive reinforcement, which increases the likelihood that the student will continue to whine. Planned positive reinforcement is very effective in promoting desirable change in student behavior. A bribe is something which is unacceptable or inappropriate (and illegal). Reinforcement is given to bring about desirable change and to teach students to take responsibility for behavior. Positive Reinforcement is NOT a BRIBE!
What are Different Types of Reinforcers?
Natural and Direct Reinforcement: This type of reinforcement results directly from the appropriate behavior. For example, interacting appropriately with peers in group activities will lead to more invitations to join such activities. The natural reinforcement for appropriate bids for attention, help, participation, etc. is providing the attention, help and opportunity to participate. The goal should always be to move the student to natural and intrinsic reinforcement.Social Reinforcers: These are reinforcers that are socially mediated by teachers, parents, other adults and peers which express approval and praise for appropriate behavior. Comments (“Good job,” “I can tell you are working really hard,” “You’re nice”), written approval (“Super”), and expressions of approval (nodding your head, smiling, clapping, a pat on the back) are all very effective reinforcers.Activity Reinforcers: Activity reinforcers are very effective and positive for students. Allowing students to participate in preferred activities (such as games, computer time, etc.) is very powerful, especially if part of the reinforcement is being allowed to choose a classmate with whom to participate in the activity. This also provides social reinforcement from the partner.Tangible Reinforcers: This category includes edibles, toys, balloons, stickers and awards. Edibles and toys should be used with caution. Parents may have reason to object to edibles as reinforcement (for example, if a student has a weight problem) and toys can make other students envious. Awards can be in the form of certificates, displaying work and letters home to parents commending the student’s progress. These are powerfully motivating reinforcers.Token Reinforcement: Token reinforcement involves awarding points or tokens for appropriate behavior. These rewards have little value in themselves but can be exchanged for something of value.What are Different Types of Reinforcers?
TIPS for delivering POSITIVE REINFORCEMENT
TIPS for delivering POSITIVE REINFORCEMENT
- Reinforcement must be consistently delivered. Use a planned reinforcement schedule. If it is not, no connection will develop between appropriate behavior and the reinforcement and the behavior will not change
- Reinforcement must be delivered immediately. Students should know when they can expect reinforcement. If you wait until the end of the day to reinforce a student for remaining in her seat during second period, the effect of reinforcement is reduced if not lost. If it is impossible to deliver reinforcement immediately, verbal reinforcement should be given and the student should be told when he or she can expect to receive other reinforcement. In this way, a contingency between behavior and reinforcement will be strengthened or maintained.
- Improvement should be reinforced. Do not wait until the student’s behavior is perfect to deliver reinforcement. You should recognize improvement and let the student know that you recognize the effort.
- Reinforcement must be contingent on behavior. Do not give reinforcement because you feel sorry for a student. If a student does not achieve the required criterion, delivering reinforcement will only teach the student that rewards are readily available regardless of behavior and may even lead to an escalation of the behavior. Rather, recognize that you know the student is disappointed but that they will have the opportunity to try again tomorrow.
- Whenever possible, pair any reinforcement with social reinforcement. If your reinforcement plan is letting students participate in preferred activities, make sure to give some sort of social reinforcement, such as telling the student, “You really did an excellent job today. You should be really proud of yourself” or let the student choose another student for the activity.
- Make sure that social reinforcers are not ambiguous. They should be sincere, clear and identify the specific behavior for which they are being delivered.
- Reinforcement should be age-appropriate. Expecting a high school student to change his behavior by rewarding him with stickers is likely to be ineffective and insulting to the student.
How Should I Choose a Reinforcer?
How Should I Choose a Reinforcer?
Reinforcers must be valued, preferred and individualized. What may be extremely motivating for one student may be entirely useless for another.
Observe the student. What kinds of activities does he or she seek out? What objects or events are presently serving to reinforce his or her behavior?
Ask the student. When designing a plan to modify behavior, give the student a list of choices and ask what he or she would like to try to earn.
Student Reinforcement Inventories
Free & Inexpensive Incentives for Students
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