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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 ● ● Consequence that follows a behavior and that strengthens the behavior. “Reward” B.F Skinner ● 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: ❏ ❏ ❏ ❏ ❏ 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: ❏ ❏ ❏ ❏ ❏ 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 ● 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 ● ● 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.