ArticlePDF Available

Positive and negative reinforcement in increasing compliance and decreasing problematic behavior.

Authors:

Abstract

Positive and negative reinforcement contingencies are explored and a comparison between which contingency is more effective in increasing compliance and decreasing problematic behavior will be considered. Although positive and negative reinforcement are two distinct principles of behavior, the use of these two principles in combination will be suggested to increase compliance and simultaneously decrease problem behavior within a classroom or clinical setting.
... However, school-based implementation of PBIS is inconsistent and imperfect (Molloy et al., 2013), suggesting that SLPs may be more effective if they were already trained in behavior management strategies such as setting explicit instructions, and understand the principles underlying reward and violation systems. Behavior management strategy trainings may include the foundations and utilization of positive and negative reinforcement (Bernier et al., 2012;Kelly & Pohl, 2018), increasing reinforcement while reducing punishment procedures (Maag, 2001); and using strategies such as behavior specific praise (Allday et al., 2017;Sutherland et al., 2000). ...
Article
Full-text available
This exploratory study examined the experiences with and perceptions of challenging behavior of speech-language pathologists (SLP) serving preschool and school-age children. The sample included 106 SLPs between the ages of 23-68 years, mostly located in the United States. Participants completed a survey of 40 questions about their own personal experiences with problem behaviors. SLPs reported off-task behaviors to be the most frequently encountered, followed by defiant behaviors, internalizing behaviors, and aggressive behaviors. SLPs perceived the most problematic to be off-task behaviors, followed by aggressive behaviors, internalizing behaviors, and defiant behaviors. SLPs’ level of experience was not associated with their perceptions of problem behaviors but was associated with their self-rated behavior management skills. Behavior management training was related to their self-reported behavior management skills. This study provides preliminary data on SLPs’ perceptions and experiences with challenging and problematic behaviors.
... Therefore, it can be concluded that the purpose of giving positive reinforcement to students is to maintain positive behavior that has been done by students. Studies conducted by Hulac et al. (2016), Kodak et al. (2007), Bernier, Simpson, & Rose (2012) show that there are several benefits of giving positive reinforcement to students in learning process, 1) Increasing student concentration, 2) Triggering and increasing student motivation, 3) increasing student self-esteem, 4) enhancing positive relationships between teachers and students. ...
Article
During school from home, students need positive reinforcement both from parents and teachers to improve or trigger their positive behavior. This study aimed to identify the intensity of verbal positive reinforcement given by teachers to students during school from home. It was a mix-method study by involving 310 elementary school teachers as respondents (41.29 % males, 58.71% females). The intensity of positive reinforcement was measured using an instrument developed from the basic theory of positive reinforcement by Skinner (1953) and Schakel & Lyon (1984) and information collected from interviews with teachers. The instrument consisted of 7 kinds of verbal positive reinforcement that can be given by teachers during school from home. The findings indicated that during school from home, teachers tended to give less verbal positive reinforcement to students. Teachers’ lack of understanding about the importance to give positive reinforcement during school from home was the main factor leading to the condition. Besides that, teachers did not understand that the verbal positive reinforcement can be delivered both in oral and written forms. Another finding shows that female teachers more often gave positive reinforcement than males. The kind of positive reinforcement given by these two different genders was also different.
... In this way, the student becomes more willing to take risks and the desire to succeed improves his/her motivation. With the positive reinforcements given by the teacher, students can learn the appropriate behaviors during the class as well as learn how to manage their time, how to do their homework, and the strategies needed to evaluate themselves (Bernier, Simpson, & Rose, 2012;Otero & Haunt, 2015). This also affects the general motivation level of the student in a positive way (Alderman, 1999;Brophy, Cameron, & Pierce, 1994;Hall, Lund, & Jackson, 1968;Hasazi, 1972;Schutte & Hopkins, 1970). ...
Article
Full-text available
Article History The aim of this study is to examine the relationships between classroom teaching, self-efficacy, and motivation in the context of social studies lesson. The research was of the survey type and the predictive correlational design was preferred. A total of 1301 middle school seventh grade students participated in the study. Social Studies Motivation Scale (SSMS), Social Studies Self-Efficacy Scale (SSSES), and Responsive Environmental Assessment for Classroom Teaching in Social Studies [REACT/SS] to determine perceptions of the students about the teaching process were used as data collection tools. SSMS consists of a total of five factors and twenty-one items. SSSES consists of a single factor and twenty-three items, while REACT/SS consists of six factors and thirty-five items. Correlation analysis and multiple regression analysis were applied to the data obtained from the study. According to the results, REACT / SS scores of middle school students are a significant predictor of students' self-efficacy and motivation levels. Again, students' self-efficacy levels predict their motivation levels significantly. According to the results obtained from the study, it was determined that the instruction given by the teacher in the classroom was an important variable on self-efficacy and motivation that directly affect the academic success of the students. In this context, it can be said that the teacher is very effective on two critical variables affecting the students' academic achievement. The results of the study are considered to have multiple effects on both pre-service and in-service teacher trainings.
Chapter
Full-text available
This chapter focuses on the state of child behavioral healthcare systems, policy, and research efforts across African countries, specifically Ghana. The investments in child behavioral health have been too minimal and there is scarce evidence of impact. The following recommendations are made: (1) There is a need for appropriate measurement and screening tools/scales that will take into account context-specific issues. This will require that some qualitative studies that explore context-specific social expectations and standards for behaviour in childhood are undertaken. (2) There is a need to incorporate behavioral health services in all regional and district hospitals by establishing behavioral health units. This will ensure that there is an equitable distribution of accessible behavioral healthcare services across all the regions. (3) There is a need for extensive and continuous research into behavioral health problems, promotion, and prevention. This will require collaboration between academics, various health institutions, and nongovernmental organizations (NGOs). Findings can be used as proven basis to inform policy and practice.
Article
The purpose of the study was to ascertain the motivational techniques employed by teachers in secondary schools for teaching and learning of account in Awka education zone of Anambra State. It was a descriptive research guided by two research questions and two null hypotheses. The public and private secondary schools in the area were studied. All the 99 teachers of account in the area formed the population. There was no sampling. A researcher-developed questionnaire was the instrument for data collection. Four experts, all in Nnamdi Azikiwe University validated the instrument. The reliability of the study was established through pilot test in Onitsha education zone of Anambra State. The reliability coefficient of section 1 is 0.87 and that of section2 is 0.84 respectively. The direct approach was employed in the data collection. Out of the 99 copies of the instrument distributed, 96 copies were retrieved and correctly filled. They were subjected to data analysis. Mean and standard deviation were used to answer the research questions while the null hypotheses were tested at 0.05 level of significance using t-test. Findings of the study indicated that teachers in secondary school employed both positive negative reinforcement techniques for teaching and learning of account. Based on this, it was recommended that teachers should also motivate their students through appreciation when they perform well (for instance, a teacher can say, ‘high five’ to a wellbehaved student)
ResearchGate has not been able to resolve any references for this publication.