Behavior Series #3: Reinforcement - the Heart of a Behavior Plan

In this episode we'll get into the most important part of a behavior plan, reinforcement.  Learn what it is and what it looks like.
 
Remember, the more you know about special education practice, particularly how Positive Behavior Support is supposed to work, the better off you will be at IEP meetings and in being a full member of the team.
 
Here are some links to more information on reinforcement and behavior interventions in general.   

An explanation why reinforcement in a behavior plan may not be working. 
 (https://theresponsivecounselor.com/2022/12/your-positive-behavior-reinforcement-intervention-will-probably-fail-if.html)

Sample of a reinforcement survey: https://www.lausd.org/cms/lib/CA01000043/Centricity/domain/361/positive%20behavior/tier%20ii/t2%20resources/Student%20Reinforcement%20Survey.pdf

Application to classrooms: https://linksaba.com/classroom-management-strategies-from-aba/

Summary

In this episode, the host explains the concept of reinforcement in behavior plans, emphasizing its proper implementation. He covers the ABCs of behavior (antecedent, behavior, consequence), distinguishes reinforcement from bribery, and describes various classroom applications. The episode also warns against using punishment or response cost in school settings.

Key takeaway

Definition of Reinforcement

Reinforcement is a consequence that immediately follows a behavior and increases the likelihood of that behavior occurring over time.

The host defines reinforcement within the behavior field, clarifying that it is not punishment but a positive consequence 

The ABCs of Behavior

The ABC model (antecedent, behavior, consequence) explains the cycle of behavior from trigger to response to outcome.

The antecedent is the trigger (e.g., loud noise, non‑preferred task, transition), followed by the behavior itself, then the consequence which is whatever happens after (e.g., taking a break, talking to an adult) 

Example: Planned Ignoring

Planned ignoring of calling‑out behavior illustrates how withholding reinforcement can be an effective consequence.

The example of John, a second grader who calls out instead of raising his hand, shows that if he calls out, the teacher may ignore him (planned ignoring), while raising his hand appropriately leads to praise or being called on 

Response Cost and Punishment in PBS

Response cost (taking away an earned reinforcer) should be used only in clinical settings, and punishment is not used in PBS because it fails to address the underlying need.

The host explains that punishment may temporarily suppress behavior, but the behavior will recur and become harder to change; PBS focuses on the legitimate purpose of behaviors 

Reinforcement vs. Bribery

Reinforcement is a planned response before a behavior escalates, while bribery is an unplanned attempt to roll back behavior after escalation.

Using the example of Simone who escalates when asked to do a non‑preferred task, reinforcement is applied while she is calm; bribery occurs after escalation and is usually unsuccessful 

Forms of Classroom Reinforcement

Effective reinforcement must be planned, consistent, varied, and tailored to the student’s specific need (e.g., attention, escape).

Reinforcement can take many forms: extra time with an adult for a student needing attention, or independent tasks and break times for a student needing escape; reinforcement surveys help identify what a child prefers 

Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

Transcript

Reinforcement

If you haven’t done so, I would encourage you to listen to my Behavior Series #1: Positive Behavior Support in Schools. It will give you the basics you need to fully follow this episode

Of all the components of behavior plans that I see most often poorly implemented is reinforcement.  In the behavior field, reinforcement can be defined as a consequence that immediately follows a behavior and makes that behavior more likely to occur over time.

A concept called the ABCs of behavior is how we understand how reinforcement works.    

The acronym stands for antecedent, behavior and consequence.  The progression of the behavior cycle is from the time a child is exposed to an external stimulus; this is the antecedent, or it can be thought of as the trigger.  Next is the behavior itself, and then the stage after the behavior, which is the consequence.  

The antecedent, or trigger, could be loud noise that causes sensory overload, or having to complete a non-preferred task, or having to transition from one activity to another.

Consequence in this context does not mean a punishment, it is simply what happens after the behavior occurs.  It could be the child takes a break, or talks to a trusted adult, and so on. 

How reinforcement fits into this, is that the best time to interrupt a problem behavior is before it occurs, which is at the antecedent stage.

Let’s look at an example.  John is a second grader who calls out in class instead of raising his hand when the teacher asks a class wide question.  The rule is to raise hands only with no calling out.  

For John, not raising his hand and calling out is the B part of the ABCs.   John will experience a consequence based on the behavior.  

If he raises his hand appropriately, he may get reinforced by the teacher praising him, or calling on him.  

Conversely, if he calls out, the teacher may simply ignore John.  This is called planned ignoring, and is the absence of a response, and the withholding of a reinforcer.

Taking away a reinforcer after it has been provided or promised to a student is very bad idea in a school setting. I ABA, taking away something that has been earned is called response cost and should only be used in a clinical setting.

Punishment is not used in PBS.  The reason is that because behaviors have a purpose, and the purpose is legitimate, punishment does nothing to satisfy the underlying need.

Punishment may work for a time depending on how harsh it is, but eventually the behaviors will re-occur and will be more difficult to change.

Another issue comes up when discussing reinforcement, people often ask, isn’t a form of bribery?  What’s the difference and why does it matter? 

The difference between reinforcement and bribery is the timing and planning that reinforcement has that bribery does not.

Reinforcement is a planned response to a specific behavior displayed by the child.  Bribery takes place after the chance for effective reinforcement has taken place.  

Think of this situation, Simone tends to escalate (primarily yelling, crying) when asked to perform a non-preferred task.  Reinforcement would take place while Simone is calm and has not escalated. Bribery would take place after Simone has escalated, and is an attempt to roll back the behavior, which is usually not successful.

What does reinforcement in a classroom look like?  There are probably as many forms as there are students.  It all depends on what the need it that is being addressed. 

For someone who needs attention, it can be just that, extra time with the teacher, or a counselor, or the school’s custodian…For students who need to escape, it could be the freedom to independently run a message to the office, or banking break times to be used when needed…

Reinforcement needs to be planned, consistent, and varied as students weary of a specific reinforcer.  

Reinforcement surveys are good ways to see what a child wants.  A link to a sample one is included in the notes.  

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