REINFORCEMENT STRATEGIES

Reinforcement strategies

Introduction

The term reinforcement refers only to the effect that is observed when a behavior is made more likely to occur; a further distinction must be drawn between positive reinforcement and negative reinforcement. It may be easiest to grasp the distinction between the two by associating the term positive with adding and the term negative with subtracting, or taking away. Positive reinforcement, then, is the effect that occurs when a behavior is strengthened because something is added to a situation by a teacher, parent, or other caregiver. (Cooper 2009)

In fact, consequences need not be added by a person; some consequences are said to be naturally occurring, such as the classic example of a child touching a hot stove. Note that what is added to the situation can take many forms. A social gesture or positive words (e.g., praise, a smile, a pat on the back), an activity or privilege (e.g., extra recess, time to play a computer game, choice of where to eat lunch), or a tangible object (e.g., food, toys, or stickers) can have a reinforcing effect on behavior. (Hall 2008)

Strategies: Continuous, positive, negative reinforcement

Reinforcement, like all principles of learning, is defined functionally, that is, by the effect that the consequence has on behavior. If a stimulus is presented or removed following the occurrence of a particular behavior, and that behavior occurs again in a similar setting in the future, we would say that reinforcement was in effect. When a pleasant stimulus is presented and behavior reoccurs, then we would say that positive reinforcement has been provided. In the context of this definition, the term positive refers to the presentation of a stimulus immediately following a response and should not be confused with the common use of the word positive to refer to something as good or encouraging. (Reavis ...