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Reinforcement systems
The document outlines reinforcement systems for special education, emphasizing the importance of encouraging positive behavior through various types of reinforcers. It details the planning process for a reinforcement system, including steps such as considering the individual's interests, defining target behaviors, and creating a reinforcement menu. Additionally, it provides rules for effective reinforcement and references supportive literature on applied behavior analysis.
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Reinforcement systems
- 1. Reinforcement Systems Special Education Districtof Lake County Jennifer Penzenik
- 2. re·in·force·ment ˌrēinˈfôrsmənt/ ! noun the process ofencouraging or establishing a belief or pattern of behavior, especially by encouragement or reward.
- 3. Reinforcement Reinforcement is naturallyoccurring ! ! ! ! ! ! “When naturally occurring reinforcers are not sufficiently powerful, the wise teacher looks for more powerful ones”
- 4. Types of Reinforcers ClassCategory Examples Primary Reinforcers • Edible Food, Liquid • Sensory Visual, Auditory, Tactile, Olfactory, or Kinesthetic e Secondary Reinforcers • Tangible • Privilege Stickers, Toys, etc., Line Leader, Art Activity • Generalized • Social Tokens, Points High Fives, Proximity, Hugs, Tickles
- 5. Planning the ReinforcementSystem Step 1: “Consider the age, interests, and appetites, of the person whose behaviors you wish to strengthen.” ! Step 2: “Consider the behavior you wish to strengthen through reinforcement.” ! Step 3: “List potential reinforcers considering what you know of the person, his or her age, interests, likes and dislikes, and the specific behavior you have defined.” (Reinforcement Sampling) ! Step 4: Reinforcement Menu ! Step 5: “Make a record of the behavior.”
- 6. Types of ReinforcerVisuals Punch Cards ! ! Token Economy ! ! Puzzles !
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- 10. Reinforcement Rules • Putthe majority of your energy into the Reinforcer Sampler ! • Do not take away a token, puzzle piece, or punch ! • Only use identified reinforces for behavior management (hide when not being used for reinforcement) ! • Use the reinforcer system for the identified target behavior ! • Be timely in praising and reinforcing ! • Remain consistent with all members of the team
- 12. References Alberto, P. &Troutman, A. (1999) Applied Behavior Analysis for Teachers. Upper Saddle River, New Jersey: Prentice-Hall, Inc.