Negative Reinforcement Involves Removing An Unwanted Object

Negative Reinforcement Involves Removing An Unwanted Object Or Conditi

Negative reinforcement involves removing an unwanted object or condition once the student has engaged in the desired behavior, which, in turn, creates the likelihood of increased occurrence of the behavior in the future. For example, a teacher might give a student a break from a non-preferred task after completing a portion of his problems, or the teacher might exempt students from the final exam if they have an A average for the class. Now, watch Reinforcement: Positive Versus Negative (Links to an external site.) Notice that the teacher uses negative reinforcement to increase how much classwork Emma completes. Because Emma struggles to complete her mathematics lesson, her teacher decides to temporarily remove the aversive task (i.e., completing mathematics problems) by allowing Emma to take a short break.

After the break, she will complete five more math problems, alternating between classwork and breaks until she has completed the task. Over time, the teacher will gradually require her to complete more problems before getting a break. The goal is for Emma to complete the classwork without a break. Read the following information: · Example-Negative Reinforcement is not Punishment.docx Actions Here are additional sources: · Negative Reinforcement is Not Punishment (Links to an external site.) · How Negative Reinforcement Works (Links to an external site.) Negative reinforcement requires the child to work for the removal of an in-place, unpleasant consequence. The child’s goal is to get rid of something that is unpleasant rather than to earn something that is desirable. It is very important that you watch the video. the submitted responses are reflecting a lack of understanding about negative reinforcement. Complete the following: Scenario: Jagan has ADHD. He has difficulty sitting still during 20-minute whole-group instructional time. During this activity, he often loses focus and begins playing with items on his desk and humming, which almost always creates distractions for others who sit near him and often disrupts the entire class.

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In understanding negative reinforcement, it is essential to distinguish it from positive reinforcement and punishment. Negative reinforcement involves removing an aversive stimulus to increase the likelihood of a behavior recurring in the future. Unlike positive reinforcement, which adds a desirable stimulus to encourage behavior, negative reinforcement removes an unpleasant stimulus to achieve the same goal of behavior increase. It’s important to recognize that the goal of negative reinforcement is not punishment but to reinforce behaviors by eliminating discomfort or unpleasant conditions.

Applying this concept to the scenario of Jagan with ADHD, understanding how negative reinforcement operates can help develop effective behavioral strategies. Jagan's difficulty sitting still, excessive fidgeting, humming, and playing with items cause disruptions and are behaviors that teachers aim to manage. In this context, negative reinforcement can be used to shape desirable behaviors by removing aversive stimuli or conditions that are linked with inattentiveness and hyperactivity.

For example, a teacher might implement a strategy where Jagan is allowed to leave his seat for brief breaks when he remains seated quietly for a specific period, such as five minutes. The teacher removes the task of maintaining complete stillness, which might be perceived as an aversive expectation, by allowing him to take a break when he exhibits controlled behavior. This removal of the requirement to sit still continuously functions as negative reinforcement, increasing the likelihood that Jagan will remain seated for longer periods in the future. Over time, the teacher can gradually increase the duration Jagan is required to sit without breaks, reinforcing sustained attention and self-control.

Furthermore, teachers could employ a system where Jagan’s humming and desk playing are temporarily tolerated, but only if he meets specific behavioral criteria, such as raising his hand to speak or engaging quietly in tasks. If he exhibits such appropriate behaviors, the teacher might remove the 'distraction' as a source of negative reinforcement. For instance, allowing him to engage in a preferred activity or receive additional break time once he demonstrates self-regulation can decrease disruptive behaviors.

It is crucial for educators and caregivers to understand that negative reinforcement must be applied carefully. The goal is to remove or reduce undesirable stimuli or behaviors to strengthen the desired behavior, not to punish or ostracize the student. In Jagan’s case, the removal of restrictions or aversive expectations when he demonstrates appropriate behavior serves as an effective reinforcement strategy, encouraging him to self-regulate and remain engaged during instructional times.

In conclusion, negative reinforcement in an educational setting involves the strategic removal of unpleasant or distracting stimuli contingent upon desired behaviors. For students like Jagan with ADHD, appropriately applied negative reinforcement can foster greater self-control, focus, and engagement by making it easier for him to meet behavioral expectations. Educators must ensure that such interventions are structured positively, with clear behavioral goals, to support the student's development and minimize disruptions in the classroom environment.

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