Positive Reinforcement INTEREST

MEDFORD SCHOOL DISTRICT 549C

815 S. OAKDALE AVE Parent Resources MEDFORD, OR 97501

541.842.3628

S P E C I A L P O I N T S O F Positive Reinforcement INTEREST:

 History of Positive Reinforcement is a technique used by Pavlov, Edward L. Thorndike, John B. Watson positive rein- Parents and Caregivers to modify their chil- forcement and B.F. Skinner. Pavlov is familiar for his ex- dren's behavior by reinforcing desired behav- periments with dogs salivating when hearing a  Reinforcers iors. This technique has proven effective for bell which they had been conditioned to asso- parents, teachers, coaches, leaders, and any-  Extinction ciate with food. His work uncovered what one responsible for a child or group of chil- came to be known as classical conditioning.  Satiation dren.

 Beginning Although many other people before and since positive rein- The fact that it does not use pain, punish- have contributed to our understanding forcement in ment, intimidation, yelling, degradation, humil- the home of Positive Reinforcement, no one has done iation, shame, guilt or other things that can more to bring it to the forefront of the mod- hurt the child, their self-esteem, emotional ern consciousness than B. F. Skinner. Skinner growth, well-being or their relationship with coined the term operant conditioning and did parent or caregiver has made positive rein- P A R E N T I N G extensive work on its components including forcement popular around the world and RESOURCES: and especially Positive Reinforcement. used in many classrooms.  nichcy.org Reinforcers:

 Love & Logic Positive Reinforcement is a familiar enough When the desired behavior is done by the term in modern society. It is a method of child, a reward known as a reinforcer is pre-

behavior modification, can be effective with sented to the child. Reinforcers are anything children of different ages, and can be set up that motivate the child in question and can to be used with groups of different aged chil- range from tangible items dren at the same time. to pleasurable activities or social recognition. Positive Reinforcement For Children: Positive reinforcement is when you add a result that the child finds pleasant, such as extra time reading or hanging out with a friend. This added reinforcement increases the likelihood of a child repeating the desired behavior, such as using their words to solve a problem instead of hitting.

History: Positive Reinforcement was pioneered by Page 1 such giants in the field of psychology as Ivan MEDFORD SCHOOL DISTRICT 549C

815 S. OAKDALE AVE Parent Resources MEDFORD, OR 97501

541.842.3628 Positive Reinforcement

Ineffective Parenting Techniques: announcement of another bowl.  False threats and bluffs  Bribes Beginning Positive Reinforcement:  Yelling Creating your own positive reinforcement  Spanking system in the home will take time…be patient  Threats with yourself and your child as you work to  Counting to three shape their behavior. Remember to be con-  Guilt sistent and make changes as needed.  Permissive parenting Prepare your plan ahead of time. Discuss  Ignoring rules and expectations with your child during  Lectures a calm or quiet time. Explain why rules are necessary so your child can understand  Withholding love where the rules are coming from; this under-  Arguing standing may help them follow the rules!  Nagging  Micromanaging If you find yourself stuck for ideas, remember to ask for help. Your child’s teacher would be Humiliation  a great resource to problem-solve when it comes to positive reinforcement. Extinction and Satiation: Extinction refers to a decrease in the likelihood that a behavior is going to occur based on reinforcers having been removed. Extinc- tion can be seen when a child stops throwing tantrums when the parent wises up and stops giving into their demands (the reinforcer). If the child stops getting their way, the tantrums will stop, or at the very least, decrease.

Satiation is when the same reinforcer is re- peatedly used to the point where it loses some or all of its motivational effect. We may love ice cream and get excited when some- one offers us a bowl, but if you ate a bowl for breakfast, lunch, and dinner, you would soon tire of it and not nearly as excited at the next Page 2