A token economy is a system for providing positive reinforcement to a child or children by giving them tokens for completing tasks or behaving in desired ways. Token economies are used as a method of strengthening a behavior or increasing its frequency, because the tokens are a way of “rewarding” children for completing tasks. … Read More Evidenced-Based Practices: The Use of Token Economies as Conditioned Reinforcement
Using Reinforcement to Engage Children with Autism Spectrum Disorders
Since motivation is such a challenging problem in the treatment of autism and related pervasive developmental disorders, educators use positive reinforcement to help their students understand what behaviors to continue exhibiting. If an item is delivered immediately following a response, and that response increases in the future, we can re- fer to the reward as… Read More Using Reinforcement to Engage Children with Autism Spectrum Disorders
Behavior: How Do We Measure Up?
Over 1,500 schools, confirmed incidents occur within the classroom, with defiance and disruption as two of the most frequent types of behaviors that result in office discipline referrals. The first step in crafting an intervention for any behavior is to operationally define the behavior in measurable, observable, and objective terms. Research Dealing with the… Read More Behavior: How Do We Measure Up?
Behavioral Considerations for Students with Intellectual Disabilities
Below, you will find a short list of positive intervention strategies for teachers of students with significant intellectual disabilities. Identify powerful reinforcers – Everyone wants to be positively reinforced for their work. Examples include praise, pay checks, and intrinsic motivation. Students with significant intellectual disabilities may exhibit challenging behaviors that are referred to as… Read More Behavioral Considerations for Students with Intellectual Disabilities
Behavior is Communicative
Challenging behavior, either from a student with significant disabilities or a mild learning disability, is frequently an inappropriate attempt to communicate a need or a feeling. Children do not always communicate their wants and needs accurately. Whether verbal or nonverbal, children do not always communicate their wants and needs accurately. Observe body language to… Read More Behavior is Communicative
“Good job!” Or what NOT to Say to Young Children
Alfie Kohn (2001) says that there are 5 reasons to stop saying “good job’”. The first one is that saying good job is a way of manipulating children. It is more for adult convenience; a means of getting a child to obey. Secondly, praise used inappropriately might increase a child’s dependence on adults and result… Read More “Good job!” Or what NOT to Say to Young Children
Praise for Reinforcing Effort and Providing Recognition
Reinforcing effort and providing recognition are among the proven strategies that positively influence student learning and behavior. Teachers, however, sometimes feel confused about the effective use of praise for reinforcing and recognizing students. Reinforcing effort and providing recognition are among the proven strategies that positively influence student learning and behavior. Teachers, however, sometimes feel… Read More Praise for Reinforcing Effort and Providing Recognition
