Reinforcement In The Classroom

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Background and Review of Related Literature
Theory
Studies have found that behavior problems effecting academic outcomes are universal. Problem behaviors can be defined by Strain, Wilson, and Dunlap (2011) as behaviors that interfere and disrupt instruction. Disruptive behaviors such as aggression and noncompliance are common problems that interfere with desirable behaviors. Compliance in the classroom is essential for students to benefit socially, behaviorally, and academically. According to Cipani (1998) a vast number of educational opportunities were allowed for all students. Students who exhibit undesirable behavior must be influenced and changed by reinforcing closer approximations of the wanted behavior until the desired behavior is performed. More successful teachers at classroom management maintain clear and appropriate boundaries and “provide an environment where rewards flow” (Positive Reinforcement in the classroom, 2012). If this specific behavioral strategy is accessible, it can be used across the student population even with
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A., & Lomas Mevers, J. E., 2013, p. 7). A 6-year-old male was observed with problem behaviors such as aggression and destructive behaviors. A modified Functional Analysis was used to assess the behaviors. A preferred tangible item was used as a reinforcement for approximately 2 minutes. Any problem behavior in the session resulted in a 30 second break that included access to the preferred item. It was found that if the tangible item is continuously available then there is no demand for a positive or negative reinforcement. The presence of the problem behavior during the breaks of the preferred item would suggest that positive reinforcement may be responsible for maintaining noncompliant behaviors. Problem behaviors did decease when a preferred item was produced for a positive

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