Chapter Summary:
Effective teachers will use a variety of the reinforcement systems described in this chapter. We encourage educators not to be stingy in their use of reinforcement systems. The more challenging the behaviors exhibited by a student or class, the more intensive the reinforcement interventions may need to be. In our work with teachers and administrators, we recommend using layers of reinforcement when there is a need to address multiple problems. For example, a teacher might use one token system to address the problems of work completion and accuracy, a different token system for encouraging rule-following behaviors, and a group contingency for appropriate playground behavior. This is not to say that reinforcement systems need to be complicated. On the contrary, we urge teachers to design simple, easy-to-use systems. An overly intricate system may end up not being used at all.
Chapter Objectives:
Define the Premack Principle.
Explain how to develop and implement token systems.
Explain how to develop and implement contracts.
Explain stimulus control and how to establish it.
Describe three types of group reinforcement systems and give examples of applications for each.
Explain five types of self-management techniques.
Chapter Activities:
1. Watch the video: Teaching Children with Autism.
Answer the following questions:
What is the Premack Principle?
Do you think the Premack Principle is effective?
Would you implement the Premack Principle into your classroom? Why or Why not?
2. Watch the video: What is a token economy?
Answer the following questions:
What is a token economy?
How is a token economy used in the classroom?
Would you implement the token economy into your classroom? Why or Why not?