Positive reinforcement used with children of disorders Reinforcement is used by a child 's elders to show the child the desired behavior. Positive reinforcement is a way to reward the child for proper behavior, while still teaching them how to act. Positive reinforcement avoids using punishment, yelling, degradation (Boyd & Bee, 2009). Reinforcement has been around for years and has been used around the world by generations of parents. It is a familiar term in modern society. There are many examples of research that support the positive effect reinforcement has on children. This research paper is written using three sources that cover the research of reinforcement in children with disorders. The three articles used for this assignment refer
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This experiment of fixed timed (FT) reinforcement took place in 2012. The experiment included reinforcement schedules of four disruptive students in a special education classroom. Two of the four students, EMR and MMM (false initials), were both diagnosed with having emotional and behavioral disorders by psychologist. Student MMM, was also diagnosed with Cerebral Palsy by a pediatrician. The next two students were KS, diagnosed with Down syndrome and JC, diagnosed with Autism (false initials). Through the work of reinforcement, disruptive behavior from these four students was kept at a minimum, unlike usual (Tomlin and Reed 2012). Stop watches were an important part of this experiment; the watches were used by the reinforcer, researcher and other observer to time 10 second intervals of fixed timed (FT) schedules. Tomlin and Reed 2012, state,“Reinforcement can be practical to implement in special education classrooms”. (Tomlin and Reed 2012, pg …show more content…
This journal suggests that schedules or quality of reinforcement is more important than the amount applied. In this specific experiment 3 autistic individuals were evaluated on their behavior based on differential reinforcement. Similar to general reinforcement, differential reinforcement teaches children the desired behavior. Differential reinforcement is applied to a specific student, and not to the others in the classroom. Numerous studies have shown psychologists that the effects of differential reinforcement for skill obtained through the use of dense and lean schedules of reinforcement lead to more accurate responses from children. Karsten and Carr (2009) studied the quality of reinforcement used, rather than focusing on just schedule of reinforcement. By implementing reinforcement while teaching two participants picture sequencing, these psychologists found that the outcome differed between the two Autistic males. In conclusion to this study, one male participant learned faster using differential reinforcement than the other
This experiment of fixed timed (FT) reinforcement took place in 2012. The experiment included reinforcement schedules of four disruptive students in a special education classroom. Two of the four students, EMR and MMM (false initials), were both diagnosed with having emotional and behavioral disorders by psychologist. Student MMM, was also diagnosed with Cerebral Palsy by a pediatrician. The next two students were KS, diagnosed with Down syndrome and JC, diagnosed with Autism (false initials). Through the work of reinforcement, disruptive behavior from these four students was kept at a minimum, unlike usual (Tomlin and Reed 2012). Stop watches were an important part of this experiment; the watches were used by the reinforcer, researcher and other observer to time 10 second intervals of fixed timed (FT) schedules. Tomlin and Reed 2012, state,“Reinforcement can be practical to implement in special education classrooms”. (Tomlin and Reed 2012, pg …show more content…
This journal suggests that schedules or quality of reinforcement is more important than the amount applied. In this specific experiment 3 autistic individuals were evaluated on their behavior based on differential reinforcement. Similar to general reinforcement, differential reinforcement teaches children the desired behavior. Differential reinforcement is applied to a specific student, and not to the others in the classroom. Numerous studies have shown psychologists that the effects of differential reinforcement for skill obtained through the use of dense and lean schedules of reinforcement lead to more accurate responses from children. Karsten and Carr (2009) studied the quality of reinforcement used, rather than focusing on just schedule of reinforcement. By implementing reinforcement while teaching two participants picture sequencing, these psychologists found that the outcome differed between the two Autistic males. In conclusion to this study, one male participant learned faster using differential reinforcement than the other