1. Reinforcing Behaviors
Troup County School System
Psychological Services Department

2. The ABC’s of Behavior
Antecedent Variables – conditional and situational variables that trigger behaviors
Behaviors – actions that are interfering and should be identified using concrete terms
Consequence Variables – the variables that reinforce the occurrence of undesirable behavior, also know as reinforcement.
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3. Types of Reinforcement
Positive Reinforcement – the behavior is followed by either immediate or delayed access to preferred social attention, tangible rewards, or activities

4. Suggestions for Positive Reinforcement
Positive Affirmation from the teacher (e.g., “I like how you are sitting in your seat!”)
Be first in line
Extra P.E., recess, or break
Pass out papers
Sharpen class pencils
Sit by a friend
Time with favorite adult or peer
Water plants
Use magic markers and/or art supplies
Serve as class or office messenger
Run errands

5. Suggestions for Positive Reinforcement (cont.)
Badges
Ballons
Clay/Play dough
Coloring Books
Comics
Crayons
Games
Student Certificates
Grab-Bag Key chains
Miniature Cars
Candy
Positive note home
Positive phone call home
Posters
Puzzles
Rings
Self-stick skin tattoos
Stickers
Stuffed Animals
Surprise treats/rewards
Yo-yo
Pretzels

6. Types of Reinforcement
Negative Reinforcement – the behavior is followed by either the avoidance of, or withdrawal from, non-preferred social, environmental, task, or activity event
Take away something unpleasant!!!

7. Examples of Negative Reinforcement
Homework pass

8. Types of Reinforcement
Punishment - refers to adding something aversive in order to decrease a behavior.
Does not teach students an alternative behavior to replace the inappropriate behavior.

9. Examples of Punishment
Suspension
Send student home
Physical restraint
Overcorrection (e.g. have student repeat replacement behavior)

10. Things to Consider
Research has found positive reinforcement is the most powerful of any of these. Adding a positive reinforcer to increase a response not only works better, but allows both parties to focus on the positive aspects of the situation. While punishment deters inappropriate behaviors, it does not teach student appropriate replacement behaviors.

11. References
Rhode, G., Jenson, W. R. & Reavis, H. K. (1993). The Tough Kid Book. Sopris West: Longmont, Colorado.
Steege, M.W. & Watson, T.S. Best Practices in Functional Behavioral Assessment. Chapter 19 in Best Practices in School Psychology. Vol 2. NASP. Bethesda, MD.