What is the goal of Using Positive Reinforcement for Teaching and Managing Student Behavior?  The goal is to provide a conceptual framework for designing and integrating positive reinforcement into a proactive management plan that is integrated into daily instruction. 

What is positive reinforcement? Positive reinforcement refers to the situation when a teacher presents a positive consequence (e.g. Sasha, thank you for closing the door quietly and not disturbing the class) to increase in the probability that the behavior (i.e., closing the door quietly) will increase in the future.

Why is reinforcement important? Reinforcement of student performance is a major management activity. How reinforcement techniques are used will, in a large measure, determine the success of the instructional management program. When teachers are primarily positive in their interactions with students, the stage is set for increased academic achievement and improved student conduct.

How does one use reinforcement and positive feedback in the classroom? So that your reinforcement procedures are effective, it is recommended that you follow seven guidelines when reinforcing and giving students positive feedback about their performance. 

Guideline #1. Be specific and detailed when providing students any type of positive reinforcement. Be sure to specifically tell the student what he or she did to earn the reinforcer and why their positive behavior was important. For example, instead of just saying “Excellent job, John.” you should say “John, excellent job on lining up quietly.”

Guideline #2. Reinforcement should be contingent on specific student behaviors. Your reinforcement should be delivered immediately following the occurrence of the social or academic skill that you are trying to teach or maintain. There are three learning situations when using contingent positive reinforcement for decreasing the probability of disruptive behavior during class. These learning situations are (a) when a  student is learning a new academic skill or important social behavior, (b) when  the new academic or social skill will require a lot of effort from the student, and (c) when learning an academic or social skill that is important to the student

Guideline #3. The reinforcer you select should be age appropriate for the student. For example, when praising students, use vocabulary that is appropriate to the age and the ability of the student. Listed below are several examples of age appropriate reinforcing activities for many students.

Guideline #4. Use positive reinforcement frequently and intensively when students are learning new and difficult skills. For example, JC is trying to learn math multiplication facts for the first time and math is JC’s most difficult subject. Because of the difficulty of math for JC, he is more likely to cause behavior problems during the multiplication activity. To proactively increase JC’s learning success and increase his motivation, you should reinforce in a lively fashion all of his correct multiplication responses during the first few lessons. 

Guideline #5. If it is possible, position yourself reasonably close to the student before you deliver the positive reinforcer. Being close to the student will increase the effectiveness of your positive reinforcement. For example, if a student is working quietly and independently on a difficult assignment, walk up to the student and quietly tell her. “Tasha, your hard work on this assignment is going to pay off  in a good grade! Keep it up!”

Guideline #6.  Use different types of positive reinforcement. There are three separate categories from which a teacher can select positive reinforcers. Tangible reinforcers include any physical object that is given to students as a reward for good behavior. Social reinforcers involve interactions between two or more people. If the student finds the attention from interactions rewarding, teacher-student interactions are likely to increase the occurrence of the behaviors they follow. Activity reinforcers are activities that children are allowed to do as a reward for appropriate behavior. There are two types of activity reinforcers, nonacademic and academic. Nonacademic reinforcers include using a tape recorder, listening to a record, playing a nonacademic board game, and so forth. Academic activities that serve as reinforcers are those that involve learning.
 
Guideline #7.  Establish your reinforcement plan by following three steps. 

Step 1:  Develop a comprehensive list of potential academic and nonacademic reinforcers.  Teachers should have a comprehensive list of social, activity, and tangible reinforcers.  Because reinforcers are defined only by their effect upon behavior, it is possible for even learning activities to motivate students. Because of the diverse backgrounds of students, their disparate learning abilities and their different reinforcement and learning histories, teachers must have at their disposal a diverse set of reinforcers to meet the individual needs of students.  To accommodate these differences among students, it is important to develop an extensive set of potential reinforcers as part of their instructional classroom management planning.  Many teachers suggest using learning activities as reinforcers whenever students find them motivating.  as these activities  increase the time the studentsare engaged in appropriate academic activities.

Step 2: Consider the type of activity when selecting a reinforcer. During the school day, students are generally engaged in one of three activities: teacher directed instruction, independent academic activities, and social activities (e.g., collaborative or cooperative groups).  Use the most powerful incentives during instructional activities. Because the potential for disruption is the greatest during instruction, students need frequent encouragement.  When students are engaged in social activities (e.g., recess), less powerful reinforcers, such as praise, can maintain appropriate behavior.
 
Step 3:  Restructure reinforcement as students become motivated and skillful.  If the same reinforcer is used continuously during an instructional unit, the effectiveness of that reinforcer will decrease and have little impact on the performance of the students.  When planning what reinforcers to use during instruction, the time of the school year should be considered.  For example, tangible reinforcers (e.g., tokens, candy), are best utilized at the beginning of the school year, preferably during the first 2-3 weeks, while less obtrusive social reinforcers (e.g., eye contact from the teacher) are most effective from midyear to the end of the school year.  Also, the schedule, intensity, and timing of reinforcement can be altered as the skill levels of the students increase.

Resources

Kameenui, E. & Darch, C. (1995). Instructional classroom management: A proactive approach to Behavior management. Longman, New York. 

Martin, G. & Pear, J. (1996). Behavior modification: What it is and how to do it. Prentice Hall, Upper Saddle River, New Jersey.