What do the experts say?
Georgia State University conducted a study on the benefits of positive verbal reinforcement on time spent outside the classroom for children with emotional or behavioral disabilities. They followed two children with emotional/behavioral disabilities. The children were verbally praised when they demonstrated appropriate behavior and were ignored when negative behavior was present. Before positive reinforcement was given child A spent 25% of her time out of the classroom and child B spent 14% of his time outside the classroom. After implementing verbal praise child A average time spent outside the classroom dropped to 3% and child B's average time spent dropped to 0%.
(Sigler & Aamidor, 2005) |
A study was conducted by the Durham Educational Improvement Program focused on positive reinforcement through both tangible and verbal praise. The study followed three primary age children two boys and one girl. The children were given a piece of candy after every 5 minutes of appropriate behavior. The children were motivated by the sweets and positive behaviors rapidly increased due to the short amount of time between rewards. After prolonged improvement the candy was replaced with only verbal praise. The two boys continued to show behavior improvements. However, the girl regressed to previous negative behaviors. When the candy was reintroduced the girl again showed behavior improvement. This shows that candy was more motivating to the girl then verbal praise. The two boys were able to be motivated by verbal praise alone.
(James Gallager, 1967) |
A study conducted at Sam Houstan State University studied the effects of positive reinforcement and study behavior. The study followed one first grader and five thrid graders all of whom exhibited dirsruptive or dwadling behaviors. They established a baseline with study and non study behavior. Then they implemented a reinforcement period where the teacher would show attention when study behavior was observed and not when non study behavior was exhibited. A drastic increase in appropriate study behavior was seen during the reinforcement period. When reinforcement was taken away the children returned to non study behaviors. The observers then reinstated the reinforcement and again saw a sharp increase in study behavior. This means that there is a coorelation between the children's behavior and the positive reinforcement which show improvement in behavior.
(Bernier, Simpson and Rose, 2012)
(Bernier, Simpson and Rose, 2012)
My own experience
I was intrigued at the results of the studies on positive reinforcement, so I decided to try it out for myself. I work for a company that provides before and after school care for elementary children. There are three children in my care who exhibited problematic behaviors on a regular basis. I implemented a positive reinforcement plan based around obtaining beads. I sat down with each child and we came up with goals such as hands to self and listening to teachers. Each child would earn 1 bead when I saw them exhibiting the appropriate behavior. Once the child reached 10 beads then they got to pick from the prize box or another reward that we decided together. Each child was also given a jar to keep their beads in. They painted their jar and got to put it in a place of their choosing in our office. The results were amazing. After just a few days the frequency and intensity of problematic behaviors decreased. My center went from having multiple incidents a day with the children to only one or two incidents a week. Teachers and parents have come up and asked me what I have done because the children talk about earning beads and they have seen an improvement with behavior as well. It was easy to implement and it decreases problem behavior while also teaching children acceptable behavior.