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Positive Reinforcement Strategies Research Paper

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Recommended: Positive reinforcement is a method of identifying … which behaviors are acceptable and appropriate and which are not” (sigler, e

An investigation into whether the rewards and positive reinforcement strategies change challenging behaviour in a classroom setting.
This research project investigates whether the use of rewards and positive reinforcements can have an effect on challenging behaviour in a classroom setting. It examines whether rewards and positive reinforcements have an impact on children who display signs of challenging behaviour. It allows us to research and discover the different reward systems and positive reinforcement strategies that are implemented within a classroom setting.

• Questionnaires have been used as it is viewed as an ideal method to gain information about reward systems and positive reinforcement strategies. It allows us to gain an insight
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Throughout the past 11 months Maribel did not have an exacerbation of current medical conditions. No hospitalization, ER visit or serious acute illnesses/injuries. Client’s major concern continues being her behavioral episodes that included disruption (yelling, crying, cursing), self-injury (biting self, picking scabs, head banging), and aggression (hitting, slapping, scratching, biting peers or staff). Psychiatric symptoms are currently treated with medication and Positive Behavioral Support Plan; psychotropic medication adjustments during the year were made as per patient’s response and psychiatrist discretion (refer to medication review). Maribel underwent dental rehabilitation under general anesthesia on 5/16/16 and EGD on 06/14/16; both

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My Byrne’s scolding does not make the children settle down because his scolding is not followed by punishment or reinforcement. “In a positive reinforcement-based system, animals are rewarded with something they like for responding appropriately to the caregiver’s cues or commands,” (Laule 2). Mr. Byrne could use positive reinforcement instead of just scolding the students. “Reinforcement training, where the animal performs the correct behavior in order to escape or avoid something it does not like,” (Laule 2). Mr. Byrne could give the students practice quizzes containing information on the tests as a positive punishment.

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Within this theory there are two types of punishments and two types of reinforcements. Positive reinforcement deals with the presentation of positive stimuli after an action. Negative reinforcement is when a negative stimulus is taken away. Positive punishment is when undesired consequences are attached to a certain behavior. Lastly, negative punishment is when desired consequences are removed such as material items.

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Positive reinforcement not only shapes behavior, but also enhances the individual’s self-image

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In order to get my dog to stop barking I would try implementing positive reinforcement. In order to do this I would walk over to the dog when he began barking and put a treat up to his nose to smell. Once he smelled the treat (which should cause him to stop barking) I would then reward him with the treat for his quietness, and begin using the word hush at the same time. Finally, I would continue this positive reinforcement each time he barked until he learned to associate that when he hears the word hush he will know to stop

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Re-Inforcemet theory-B.F. Skinner Skinner 's theory of reinforcement proposed that “behavior can be controlled by its consequences, that is, by what follows the behavior” (Schultz & Schultz, 2012). After my disobedience I was publicly beaten and then beaten again in my sleep. This helped to weaken or lessen my disobedience and it added a stimuli which was the beating. There are two types of reinforcers, negative and positive reinforcers.

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He discusses a common belief that students are incapable of self-regulation and thus need constant positive or negative reinforcement. " A common assumption in the discourse of classroom management/control is that young people require behavioral control through active adult surveillance, regulation, and intervention" (Wegwert 2014, p. 139). Wegwert then cites the use of rewards and punishments is ineffective, despite its prevalence. The sources and research he references aids the argument against the assumption of classroom control. Wegwert concludes the section with personal advice: “Words matter and it can be very powerful to use language as a strategy to re-frame unquestioned assumptions and introduce new strategies” (Wegwert, 2014, p 139).

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I model appropriate behaviors, establish routines and simple rules in the classroom, speak positively with the children, understand that children may not be ready to share, and they need to explore and experiment with control and saying ‘no’. I realize that all children may show challenging behaviors – they are learning to control their bodies, and to control their emotions. I feel the most important aspect of positive guidance for challenging behavior is to build strong relationships with the children. These relationships allow me to know exactly what each child needs in terms of developing their social, emotional, and problem-solving skills, their self-regulation, and their

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However, it is just as important to recognise and reward positive behaviour by those children who always behave well. By emphasising positive behaviour in the classroom and explaining why, e.g. “look at child X, who is listening well, as they always do”, we are encouraging this behaviour, as we recognise and praise the child for behaving well. This can then improve the behaviour of other children as it is promoting a positive role

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Abstract Motivational Strategies and stages of changes are applied to physical exercise by creating a potential successful psychological route into a client’s mind, show them how to get there and then how to keep making goals. One key theory that best describes these changes is the Behavior Modification Theory. It is based on the assumption that behavior is learned and can be changed by modifying the antecedents and consequences (Howley, Edward. 04/2012). This applies for exercise by understanding the underlying reason that someone does not practice good exercise habits, or just do not believe in it. The transtheoretical model is based off of five stages of change, Pre-contemplation, Contemplation, Preparation, Action, and Maintenance.

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There are two types of reinforcement there is positive reinforcement and negative reinforcement. Positive Reinforcement is where you are providing a consequence and a reward. An example of this would be if a teacher gives you candy every time you complete your homework you will be more likely to repeat this behavior in the future. Negative Reinforcement is where you stop the behavior or remove an unpleasant experience. For example, If you do not complete your homework you will get a 0 to avoid getting a 0 you will complete your homework this strengths the behavior of making sure your homework is

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In studying B. F. Skinners Reinforcement Theory, as presented in textbook “Human Learning” by Jeanne Ellis Ormrod, the information presented provides an overview of one of the oldest theories in motivation. Skinner’s theory teaches us that an individual’s actions and conduct occur accordingly to the values and penalties of the action or conduct. This denotes that if you want to influence a modification in someone’s performance and activities, using a stimulus that increases the motivation would result in a change. The field of outdoor education is vast with many components. Programs range from outdoor learning classrooms that support STEM curriculum for schools, outdoor sports and recreation, ecology and natural resource activities and

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During my group, I worked as a model of being polite, how to build relationship with others, how to respect others and so on. On one hand, I reinforced group members’ appropriate behaviors by using a scaling table to note their good performance and awarding group members who perform best, that is, group members who got the highest score in each session. On the other hand, I sat norms as well as punishment with group members at the beginning of the group and used punishment to avoid inappropriate and unexpected behaviors. Since most of group members aged 8 to 13, they were easily to break promises. Therefore, punishment was essential for regulating their behaviors and reminding them of their commitment, while positive reinforcement was also significant to raise their awareness of behaviors and facilitating proper behaviors.

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In the contract, students and teachers decide and agree on how to treat one another in the classroom. The group also decides on and agrees to what the group will do if someone violates the contract. Rather than a consequence, the group should decide how to fix the problem through either class discussion, peer mediation, counseling, or by one on one conversations leading to a solution to the situation. Preventive techniques also involve the strategic use of praise and rewards to inform students about their behavior rather than as a means of controlling student behavior. To use rewards to inform students about their behavior, teachers must emphasize the value of the behavior that is rewarded and also explain to students the specific skills they demonstrated to earn the reward.

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