Download Increase Behaviour with Reinforcement

Increase Behaviour with
Reinforcement
CHAPTER 9
Welcome - Nice to Meet you
-Introduction
-Plan the following few weeks (Preparing for the Exam)
Chapter 8 Review
-Collecting Article Critique
-Website
-Chapter 9
-Case Study
-Group Activity
Chapter 8: Evaluating Positive Behavior Supports
Define the following terms:
-Formal Evaluation
-Informal Evaluation
-Summative Evaluation
-Formative Evaluation
-Multicomponent Interventions
What is the competing behaviors model? How can ECE use it in the field of
education?
Learning Outcomes
1.
2.
3.
4.
Define and discuss reinforcement
Describe positive and negative reinforcement
Examples of positive reinforcement
Methods of using positive reinforcement
Reinforcement
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Consequence that follows a behavior and that strengthens the behavior.
“Reward”
B.F Skinner
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Operate Conditioning and Classical Conditioning
1.
Positive reinforcement (reinforcement): This occurs when a behavior (response) is
rewarding or the behavior is followed by another stimulus that is rewarding, increasing
the frequency of that behavior.[15] For example, if a rat in a Skinner box gets food when it
presses a lever, its rate of pressing will go up. This procedure is usually called simply
reinforcement.
2.
Negative reinforcement (escape): This occurs when a behavior (response) is followed by
the removal of an aversive stimulus, thereby increasing that behavior's frequency. In the
Skinner box experiment, the aversive stimulus might be a loud noise continuously
sounding inside the box; negative reinforcement would happen when the rat presses a
lever, turning off the noise.
http://study.com/academy/lesson/bf-skinner-theories-impact-on-education.html
B.F. Skinner: Theories & Impact on Education
1. According to Skinner, learning meant:
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Changing behaviors
Guessing the right answer
Asking the right questions
Understanding a topic in-depth
None are correct
2. A program meant to change someone's
behavior is called:
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Behavioral modification
Behavioral understanding
Cognitive change
Cognitive comprehension
None are correct
Examples of Positive/ Negative Reinforcement
In small groups create a chart. List positive and negative reinforcement examples
POSITIVE
NEGATIVE
Classes of Reinforcement
Edibles - Food and Drink preferences
Activity - Preferred activities enjoyed by the individual within work, play, and
leisure-time (Computer games, reading, playing sports, games)
Tangibles - Preferred items such as toys, personal possessions, and clothing
Social - Praise, conversation, hugs, smiles, social attention, eye contact
Tokens - Can be exchanged for a specific reinforcer that is valued by the earner
(Candy, free time, no homework)
Intervention Plan - Reinforcements
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In an intervention plan it is important to list reinforcers that have been
effective for the child.
How can we identify reinforcers?
1.
2.
3.
4.
Asking the parents and family what the learner enjoys most
Asking the learner what he or she enjoys most?
Providing the learner with choice and allowing the individual to select
his or her preferred reinforcers from a menu. (reinforcer sampling)
Performing a review of past educational records to identify reinforcers
that were successfully used in the past.
Additional Strategies
1.
2.
3.
4.
5.
6.
7.
8.
Provide the learner with an opportunity to sample the options that are available to
him/ her
Present the options - allow them to visually and tactilely scan options
Wait 5-10 seconds, give the learner time to respond
Verbally prompt the learner to choose “which one do you want?”
Reinforce immediately. Once the student responds give them verbal praise about
their choice
Repair the situation if a student refuses an option, take it away, never force choice
Provide prompting if the independent choice response does not occur immediately
Repeat steps 2-7 for another choice opportunity, continue as long as the student is
receptive
Principles of Effective Reinforcement
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Reinforcement must be clear to all learners
Immediate (followed the desired behavior)
In Groups
Review the case study and answer the questions. Think about some
reinforcement strategies. What do you think will work? Won’t work?
20 minutes
Group Activity
Listen to your teacher read the case study
Group Discussion: What recommendations would you have in teaching
Jared to ride his bike?
EXIT Card
Answer the following questions and submit at the end of class
1.
2.
Now that you have reviewed the different reinforcement strategies, which ones would you
use to support a child who is crying after the teacher has told him to wait his turn to play
with the toy car?
a. Give detail. Explain which strategies you would use and explain why. Predict the
outcome
Arron is a 4 year old boy who often gets frustrated in class. He does not want to play
with others and refuses to join into group activities. Arron enjoys making puzzles. He
is bored of the activities in the classroom and often throws and scream when he is
overwhelmed. As an Early Childhood Educator, select a class of reinforcement that
you may consider, and strategies you will use to better his school experience.
a. How would you respond to a learner like Aaron who is obviously “turned” off to
school? How can we promote Aaron’s success through our instructional efforts and in
turn lessen his feelings towards school. Give detail explanations and supporting
evidence in your response.