| Home |
 |
Chapter 5 |
|
Theory into Practice |
|
Ch. 5, p. 147
Practical Reinforcers
Anything that children like can be an effective reinforcer, but there are obvious practical limitations on what should be used in classrooms. One general principle of positive reinforcement is that it is best to use the least elaborate or tangible reinforcer that will work. In other words, if praise or self-reinforcement will work, don’t use certificates. If certificates will work, don’t use small toys. If small toys will work, don’t use food. However, do not hesitate to use whatever practical reinforcer is necessary to motivate children to do important things. In particular, try all possible reinforcement strategies before even thinking of punishment (described next). A few categories of reinforcers and examples of each appear here (also see Alberto & Troutman, 1999; Martin & Pear, 1996; Schloss & Smith, 1998; Wielkiewicz, 1995). These are arranged from least tangible to most tangible.
Self-reinforcement. Students may be taught to praise themselves, give themselves a mental pat on the back, check off progress on a form, give themselves a short break, or otherwise reinforce themselves for completing a task or staying out of trouble.
Praise. Phrases such as “Good job,” “Way to go,” “I knew you could do it,” and other verbal praise can be effective, but the same message can often be delivered with a smile, a wink, a thumbs-up signal, or a pat on the back. In cooperative learning and peer tutoring, students can be encouraged to praise each other for appropriate behavior.
Attention. The attention of a valued adult or peer can be a very effective reinforcer for many children. Listening, nodding, or moving closer may provide a child with the positive attention she or he is seeking. For outstanding performance or for meeting goals over a longer time period, students might be allowed a special time to visit with the custodian, help in the office, or take a walk with the principal.
Grades and recognition. Grades and recognition (e.g., certificates of accomplishment) can be effective both in giving students positive feedback on their efforts and in communicating progress to parents, who are likely to reinforce good reports themselves. Public displays of good work, notes from the principal, and other honors can have the same effect. Quiz scores, behavior ratings, and other feedback given frequently can be more effective than report card grades given for months of work.
Home-based reinforcement. Parents can be explicitly included in a reinforcement system. Teachers can work out with parents an arrangement in which parents give their children special privileges at home if the children meet well-specified standards of behavior or performance.
Privileges. Children can earn free time, access to special equipment (e.g., soccer balls), or special roles (such as running errands or distributing papers). Children or groups who behaved well can simply be allowed to line up first for recess or dismissal or to have other small privileges.
Activity reinforcers. On the basis of achieving preestablished standards, students can earn free time, videos, games, or access to other fun activities. Activity reinforcers lend themselves particularly well to group contingencies, in which a whole class can earn free time or special activities if the whole class achieves a standard.
Tangible reinforcers. Children may earn points for achievement or good behavior that they can exchange for small toys, erasers, pencils, marbles, comic books, stickers, and so on. Tangible reinforcers usually work better if children have a choice among several options (Fisher & Mazur, 1997).
Food. Raisins, fruit, peanuts, or other healthy snacks can be used as reinforcers.
|