...Positive Behavioral Intervention and Supports The Impact of Positive Reinforcement Sara Nino Dallas Baptist University Abstract I chose to research the Positive Behavioral Intervention and Supports approach to positive reinforcement. I wanted to find out if this approach taught temporary or long-term (positive) behavioral changes. I researched this approach and compared it to the Responsive Classroom approach. In order to determine its effectiveness, I looked at referral data at Nimitz High School provided around this time this last year, and compared it to its current numbers. While it showed beneficial changes last year, I found an increase in behavioral problems this year. I also attempted to look at the reasoning behind the increase in referral numbers. Keywords: P.B.I.S., Responsive Classroom, positive, behavior, reinforcement, Skinner’s theory Positive Behavioral Intervention and Supports (P.B.I.S.) is framework utilized within the school system in order to create a positive atmosphere. It is an approach which is implemented through reinforcement of student’s positive behavior. This approach is similar to one known known as the Responsive Classroom approach. The expectation of positive behavior reinforcement is to reduce discipline problems and increase student productivity and learning. These types of reinforcement fall in line with Skinner’s Theory. P.B.I.S. follows a three-tiered framework in order to prevent and correct problem behaviors. ...
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...Positive and Negative Reinforcements Agyoly Nunez Grand Canyon University: SPE-522-0101 August 7th, 2013 Positive and Negative Reinforcements When a child exhibits negative behavior, teachers must try to find methods and strategies that will reduce student failure. Challenging behavior is seen by, students that feel frustrated because they do not understand the task or assignments that must be completed during classroom time, or students that may have a negative home environment where, parents are involved with drugs or have a low income. Every school year teachers are faced with challenging behavior in the classroom. In order to minimize negative behavior and produce desirable behavior teachers use reinforcers that appeal to students, and are effective, such as positive reinforcement, and sometimes negative reinforcement that may appear to be good for students. Teachers will use positive reinforcers that are appealing and increase student academic performance, because it is the most effective way to improve behavior for all students (Grand Canyon University, 2010). When using interventions and strategies in the classroom, administers are urge to use research base material that supports the technique (GCU, 2010). Reinforcement is defined as a consequence that precedes a behavior that promotes or motives that particular behavior (Wheeler & Richey, 2010). It is also known as a process, that reinforces and strengthens a behavior that is displayed by an individual...
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...Implement the Positive Behavioural Support Model 1.1 Explain how Positive Behavioural Support has been influenced by: • Applied Behaviour Analysis (ABA) • Social Role Valorisation (SRV) ABA is a scientific process of examining what causes and maintains behaviour, in order to bring about positive change. SRV promotes valued social roles for individuals who are socially disadvantaged, to help them get some of the good things in life. 1.2 Summarise current legislation and policy guidance relating to Positive Behavioural Support The current legislation relating to Positive Behavioural Support is titled - the Positive Behaviour Support Policy – Safe management of challenging behaviour in children and young people with learning disabilities and autism. The broad aims of the policy are: • the prevention of challenging behaviours; • that, where used, restrictive physical interventions promote the best interests of children and young people; • that all risks associated with the use of restrictive physical interventions are continuously assessed; • to maintain the safety and dignity of children, young people and staff; • that managers and employers discharge their responsibilities effectively; • to highlight the training needs of staff in the use of restrictive physical interventions. 2.1 Define the term ‘challenging behaviour’ Behaviour of such intensity, frequency or duration that the physical safety of the person or others is placed in serious jeopardy or...
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...productivity and morale he needed to use more positive reinforcement. The previous manager was very hard on his staff, this simple change would make the staff to respond positively towards Cliff, therefore productivity would increased. 2.Why did cliffs predecessor's strategy of punishing undesirable behavior not work very well? Cliff’s predecessor strategy of punishing undesirable behavior did not work very well because putting someone down over and over again does not boost confidence. They probably want to do better,but it is harder to want to get the job done because they are so used to the demeaning behavior and not knowing how the boss will react to a job well done. They probably think he will find something wrong anyways. That’s why positive reinforcement works better in most situations Even if punishment and reinforcement strategies were equally effective at controlling behavior, why would reinforcement remain preferable? It didn’t work because it was not what he was used to doing or what he was known for; he was more at ease with reinforcements over punishment because there were positive connotations to this method. Reinforcement works best because it bring about the positive and show how and why it is rewarded, while punishment only focuses on the negative and therefore results in demoralization. 3. How did cliff make use of partial reinforcement schedules? Partial or intermittent reinforcement schedule is when the behavior is reinforced...
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...record the frequency of problem behavior and determined the target behavior. After that, researcher used the ABC checklist in the third and fourth observations to identify the reasons and consequences of the occurrence of target behaviors. The interventions were planned to start on 6th of October to 20th of October for a total of five days. The duration of each intervention was 30 minutes at 10:00 a.m. to 10.30 a.m. that class teacher implemented the positive reinforcement intervention strategies to reduce the problem behaviors. The researcher recorded exactly what reinforcers that teacher used and the student’s response when he was reinforced with anecdotal record. After finishing all the interventions, researcher needed to observe the target child and recorded the times occurring problem behaviors with time event sampling. In addition, the class teacher was interviewed on the last week of October. The interview aimed at understanding the teacher’s perspectives about the functional behavioral assessment and positive reinforcement strategies. Also, the interview questions helped to know that whether the teacher was fully understand the intervention or not. Day 1 and Day 2 Observations (16th Sep, 2015 & 22th Sep, 2015): The functional behavioral assessment was implemented to find out the child’s problem behaviors. The time event sampling was used because it was important to know which problem behavior was occurred frequently. On the first day, student was having the cognitive lesson...
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...Reinforcement has been a psychological tool used to teach students to take specific actions or learn a specific way of thinking (Koch, 2012). Reinforcements are usually considered negative in nature and often viewed as coercive. Punishment, a widely known and accepted form of alternative behavior, is a quick fix for problem behaviors. It is often used as it is more familiar and is a fast solution for the situation and the teacher. Persons who use different forms of punishment remark that it terminates undesirable and negative behaviors quickly and is easily given. While punishment has proven effective for some students, it is not always the desired behavior intervention for all students. Punishment is not always the best solution for undesirable and negative behaviors. Students with chronic behaviors, for example, do not respond well to punishment (Koch, 2012). Students are repeatedly punished by their parents and guardians through verbal assaults, spankings/beatings, the use of time out, and other negative methods. Students are accustomed and sometimes immune to receiving punishment that one needs to consider if the punishment is really effective? Also to consider is the reason for the punishment to inflict harm or merely to correct or terminate negative behavior? Reinforcements are used to teach students a different alternative and to teach specific actions or assist students to learn a particular way of thinking (Koch, 2012). Two main types of reinforcement are positive...
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...and positive ways. Cliff noticed when he accepted the position of manager, that there was a high turnover rate in the company and employees were “unproductive and insufficient.” Many past employees quit because the prior manager was very negative, and often criticized when work was not done properly. Cliff decided to not criticize or punish his employees unless it was absolutely necessary. Some approaches of operant conditioning Cliff took were complimenting employees often for their hard work. He set goals for them to reach, for example every Friday afternoon he would buy lunch for all staff members that met their goals everyday that week. Cliff also incorporated spot checks on what staff members were accomplishing, and if they were working hard and meeting goals he would reward them with things like, acquiring a few more extra minutes for lunch. 2. Why did Cliff’s predecessor’s strategy of punishing undesirable behavior not work very well? Even if punishment and reinforcement strategies were equally effective at controlling behavior, why would reinforcement remain preferable? The previous managers strategy of punishing undesirable behavior did not work well because the staff felt demoralized and some even quit. When the staff is being constantly criticized for every move they make it makes for a stressful environment. As an individual, when you are constantly put down when trying your best it is a difficult act to be productive and motivated. Reinforcement strategies are...
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...Assessment Three Question 1: Motivation Table of Contents Introduction 3 What is Motivation 3 Why is understanding motivation important for mangers 4 Maslow’s Hierarchy of Needs 4 Expectancy theory 5 Reinforcement theory 6 In relation to employee performance which theory should a Manager adopt 8 Conclusion 10 References 11 Introduction Motivation is a broad topic and is at times not clearly understood and often poorly practiced. There are many major factors that mangers conveniently use to escape majority or all the blame of their organisational problems. One would be that whenever things go wrong some managers tend to point out that the problem(s) have occurred due to lack of motivation from employees (“Employee-motivation strategies,” 1999). Theodore Roosevelt once said, "the best …[manger] is the one who has sense enough to pick good men to do what he wants done, and self-restraint enough to keep from meddling with them while they do it" (“Employee-motivation strategies,” 1999). Essentially the manager's obligation is to develop employee’s skill and harness their capabilities as much as possible for the development of the organisations they belong to (“Employee-motivation strategies,” 1999). The paper aims to provide an understanding in regards to the importance of human motivation. It will outline and discuss three motivational theories and how mangers may apply these theories to improve employee performance (Halepota, 2005). Having knowledge about...
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...LRBI Checklist Differential Reinforcement Differential Reinforcement ifferential reinforcement is the reinforcement of one form of behavior and not another, or the reinforcement of a response under one condition but not another. Differential reinforcement uses positive reinforcement to differentiate or separate appropriate student behavior from inappropriate behavior by increasing one while decreasing the other. Definition D Things to Do Select behaviors to be decreased or increased. Select alternative, incompa tible or communicative behavio , rs to be taught. Determine time interval. Set criterion. Ignore inappropriate behav iors. Monitor the student’s performance. Level 1: Positive Interaction Procedures 1 LRBI Checklist Differential Reinforcement There are six strategies that comprise or make up differential reinforcement: Select behaviors to be decreased or increased. Select behaviors to be decreased or increased. These behaviors should be objectively defined and must be observable and measurable. For DRO, DRI, DRA, and DRC, there will be a specific behavior to decrease, such as talk-outs, hitting, not following directions, out of seat, disrupting other students, or tantrums. For DRH, there will be a specific behavior to increase, such as contributing in class, positive social interactions, getting to class on time, or task completion. D R H RL D problem behaviors Level 1: Positive Interaction Procedures appropriate...
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...the desired behavior if positive reinforcement follows the behavior. Skinner said, “When someone behaves in a way we find reinforcing, we make him more likely to do so again by praising or commending him. We attest to the value of the person’s behavior by patting on the back, or saying good or right or giving him a token of our esteem such as prize, honor or award.” Guthrie assume that learning depends on action an organism must do, it is to learn. Once the student performed the required response, the teacher must present the student a reward, which will capture his or her attention that the student will eventually further improve his or her performance. For example, when students do exceptionally ell in class, he or she will earn medal or a star. Another, the student will be more motivated if his or her teacher will say “good job” or “very great answer” for every correct answer and good performance. The researcher believes that rewards have something to do with learning and we assume that motivation is important to the learner. A reward must be something desirable; without the desire, there can be no reward (Tria, 1998) Since the researchers have mentioned the concept of positive reinforcement issue, let us specify its aspects. We have the tangible and intangible reinforcement. The tangible reinforcement, then are medal, a star, certificate of recognition, tokens and other desirable things. On the other hand, e has the intangible reinforcement that means verbal phrase...
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...the desired behavior if positive reinforcement follows the behavior. Skinner said, “When someone behaves in a way we find reinforcing, we make him more likely to do so again by praising or commending him. We attest to the value of the person’s behavior by patting on the back, or saying good or right or giving him a token of our esteem such as prize, honor or award.” Guthrie assume that learning depends on action an organism must do, it is to learn. Once the student performed the required response, the teacher must present the student a reward, which will capture his or her attention that the student will eventually further improve his or her performance. For example, when students do exceptionally ell in class, he or she will earn medal or a star. Another, the student will be more motivated if his or her teacher will say “good job” or “very great answer” for every correct answer and good performance. The researcher believes that rewards have something to do with learning and we assume that motivation is important to the learner. A reward must be something desirable; without the desire, there can be no reward (Tria, 1998) Since the researchers have mentioned the concept of positive reinforcement issue, let us specify its aspects. We have the tangible and intangible reinforcement. The tangible reinforcement, then are medal, a star, certificate of recognition, tokens and other desirable things. On the other hand, e has the intangible reinforcement that means verbal phrase...
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...B. F. Skinner B. F. Skinner developed the theory of “radical behaviorism” which stated that people do not have free will, instead they react to the consequences brought about by the decisions they make. Skinner’s philosophy insists that individuals’ behaviors come from the process of stimulus, reinforcement, and consequences; however, Skinner does not account for the fact that humans have cognition, and incorporate their attitude, perception, values, and beliefs into their decision making. Despite this oversight, Skinner is responsible for developing many observations about the learning behaviors of individuals, as well as ideas on how to effectively create a positive learning environment for students and employees. Many scholars and managers have learned from Skinner’s philosophies, and added to them over the years to produce the modern day insights on the different motivations that drive human behavior. B. F. Skinner is claimed as the ‘father of reinforcement theory.’ He proposed that people do not make their own choices; instead they behave according to their exposure to their external environment. Ivan Pavlov and John Watson suggested that a stimulus leads to a response, and Skinner (along with Edwin Thorndike) took this theory a step farther to say that responses lead to consequences. Skinner believed these consequences shape an individual’s decision making, and ultimately determine their course of action in the future. There are a couple discrepancies with this philosophy...
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...According to About.com the definition for positive reinforcement is “a behavioral technique in which desired behaviors are increased through the use of rewards, also known as positive reinforce” (Fritscher & Lisa, 2009, 1). All behavior whether positive or negative are followed by consequences in turn the consequences are defined as positive or negative based on the effect it has on the behavior( Watling & Schwartz, 2004). Therefore positive reinforcement is a type of consequence when used consistently and immediately following a behavior increases the chances that the behaviors will reoccur (Watling & Schwartz, 2004). An example of this could be working with a client who has social anxiety, the client goes to dinner with a friend, and the clinician could demonstrate positive reinforcement by praising the clients’ efforts to socialize. Such praise could offer the client the encouragement they need to make more efforts toward socializing. Positive reinforcement can be used to encourage a client to develop new behaviors or strengthen behaviors a client is currently demonstrating (Watling & Schwartz, 2004). Positive reinforcement is an effective tool when used correctly. Unfortunately, there are a few misconceptions concerning positive reinforcement, such as the belief by some that positive reinforcement is a form of bribery or coercion (Watling & Schwartz, 2004). According to Merriam-Webster online dictionary bribery is “money or favor given or promised in...
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...managers or to precise measurements from monitoring processes. Organizational behavior modification, or OB Mod, is the application in organizations in the principles of behavior modification, which evolved from the work of B.F. Skinner. OB Mod and the next several models are process theories of motivation, since they provide perspective on the dynamics by which employees can be motivate`. LAW OF EFFECT OB Mod is based on the idea that depends on its consequence; therefore, it is possible for managers to control, or at least affect, a number of employees behavior by manipulating their consequence. OB Mod relies heavily on the law effect, which state that a person tends to repeat behavior that is accompanied by favorable consequence (reinforcement) and tends no to repeat behavior that is accompanied by unfavorable. Two conditions are required for successful application of OB Mod—the manager must be able to identify some powerful consequence (as perceived by the employees) and then must be able to admire them in such a way that the employees will see the connection between the behavior to be affected and the consequence. The law of effect comes from learning theory, which suggests that we lean best under pleasant surroundings. Whereas content theories argue that internal needs lead to behavior, OB Mod state that external consequence tend to determine behavior. The advantage of OB Mod is that is places a greater degree of...
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...Attitude a marketing strategy for marketers Oluwajimi Taiwo Minnesota State University Moorhead Fall semester Term paper Attitude is everything. A good example of attitude is an iceberg in the artic. In real life you see 10% of the iceberg which is visible above sea level and the remainder of the iceberg 90% is below sea level. From the example 10% is how we behave as a result of attitude we have below the sea level. The 90% which comprises of attitude mostly also include beliefs, values, motives and culture. Attitude is more important than facts. Attitude how does it affect people? It affects people by changing their mood. According to Charles Swindell, people are now convinced that life is ten percent of what happens to people and ninety percent of how people react to it. What people mean by this, is that most of what happens to people is because of the way they react. The other part of life is what happens because of the reaction. Another simple way of putting it, is that attitudes controls what happens. A popularize definition of attitude is: “an enduring organization of motivational, emotional, perceptual, and cognitive processes with respect to some aspect of the individual’s world (Wrenn et al., 2014). Attitude has become one of the most valuable topic or subject marketers and academicians focus their attention because of the power influence it has in the field of marketing. Attitude is the central part of human individuality. Many examples can be found for people...
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