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Positive Reinforcement** //is a procedure where a student is immediately rewarded to maintain or increase a behavior.

It's important to specify in descriptive terms what behavior is to be increased before initiating the behavior.

Choose reinforcers that are appropriate for age, interests and abilities.

__Examples of reinforcers

http://usa.edu/teachall/text/behavior/LRBIpdfs/Positive.pdf http://mslbd.org/PositiveReinf.pdf__

Always pair reinforcer with praise.

When delivering positive reinforcement, make sure students understand what behavior is required to earn reward. Each time the students perform a behavior, immediately reinforce them. Use a schedule when doing this type of behavior management. At first, the schedule should be continuous. This is the fastest way to establish a new behavior. Then switch to an intermittent schedule once the behavior is established.

Positive reinforcement works because it motivates students to behave appropriately.




 * __CLASSROOM EXAMPLES__ **//


 * Quick tips on how to use positive reinforcement and negative reinforcement in the classroom **

//** __http://www.everything.com/positive-negative-reinforcement-classroom/__ **//


 * Practical examples of positive reinforcement in the classroom **

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[] 7 BAD BEHAVIORS: And how to turn them around Jen Scott Curwood. Instructor (1999). New York:Mar/Apr 2008. Vol. 117, Iss. 5, p. 37-41 (5 pp.) //

Abstract (Summary)
Try establishing more routines, says Joan Bohmann, the director of Professional Standards and Continuing Professional Development at the National Association of School Psychologists. [...] the next time you leave the room with your class, give the children clear expectations ("We will walk in single file and we will not talk in the hallway"), convey the consequences ("If yoii choose to talk or to run, you will stay inside for recess"), and give a lot of positive reinforcement ("Kate, you're doing such a great job staying in line!"). Educator Linda Lantieri joins forces with psychologist Daniel Goleman to offer a guide for helping children quiet their minds, calm their bodies, and manage their emotions.


 * __USEFUL LINKS__ **


 * Critiques of Positive Reinforcement and behavorial psychology techniques

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Defense of Positive Reinforcement as a classroom management technique **


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 * Overviews and general outlines of positive reinforcement as a tool of behavioral psychology **


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//__[|**http://wik.ed.uiuc.edu/index.php/Positive_Reinforcement**]__ [|**http://www.mslbd.org/PositiveReinf.pdf**]//

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 * Psychological Studies on Positive Reinforcement **

__REINFORCEMENT MAGNITUDE: AN EVALUATION OF PREFERENCE AND REINFORCER EFFICACY__ Nicole M Trosclair-Lasserre, Dorothea C Lerman, Nathan A Call, Laura R Addison, Tiffany Kodak. Journal of Applied Behavior Analysis. Lawrence:Summer 2008. Vol. 41, Iss. 2, p. 203-20 (18 pp.)//

Abstract (Summary)
Consideration of reinforcer magnitude may be important for maximizing the efficacy of treatment for problem behavior. Nonetheless, relatively little is known about children's preferences for different magnitudes of social reinforcement or the extent to which preference is related to differences in reinforcer efficacy. The purpose of the current study was to evaluate the relations among reinforcer magnitude, preference, and efficacy by drawing on the procedures and results of basic experimentation in this area. Three children who engaged in problem behavior that was maintained by social positive reinforcement (attention, access to tangible items) participated. Results indicated that preference for different magnitudes of social reinforcement may predict reinforcer efficacy and that magnitude effects may be mediated by the schedule requirement. [PUBLICATION ABSTRACT]


 * Schools supplies enforcing positive reinforcement **

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__**Books on Positive Reinforcement**__ // Becker, W. C. (1986). //Applied psychology for teachers//. Chicago, IL: Science Research Associates //. //Daniels, Aubrey. (2000).// Other People's Habits : How to Use Positive Reinforcement to Bring out the Best in People around You. //New York, NY: McGraw-Hill Hall, R. V., & Hall, M. C. (1980)// How to select reinforcers//. Lawrence, KS: H & H Enterprises. Kohn, Alfie. (1999).// Punished By Rewards. //Boston, MA: Houghton Mifflin Maag, John W. ( 2003).// Behavior Management: From Theoretical Implications to Practical Applications.Florence, KY: Wadsworth Publishing //Rhode, G., Jensen, W., & Reavis, H.K. (1996).// The tough kid book: Practical classroom management strategies//. Longmont, CO: Sopris West.