Krystal Colhoff
 Theories
 ABC
of Reinforcement and Punishment
Data Collection
 Building
Intervention Plans
 Progress
Monitoring
 Behavior
that interferes with a student’s
learning or the learning of other individuals,
hinders positive social interactions and
relationships, or harms the student’s peers,
adults, or family members (Bailey & Wolery,
1992).
 Jot
down all the responses you have given or
seen given for a challenging behavior
When a student doesn’t know how to
drive……..
we teach him.
When a child doesn’t know how to wash his
hands……
we teach him.
When a person doesn’t know how to read…….
we teach her.
But when a child doesn’t know how to
behave………..
we punish her. 
Before you plan for instruction you
must make a decision…
What effect do you want on behavior?
 Increase or decrease the
frequency of the behavior?
Increasing Appropriate Behaviors
Punishment
Positive (give)
Negative
(take)
Reinforcement
Positive (give)
Negative
(take)
 Can
show immediate effect
 Once
used, loses effectiveness and strength
must be increased
 Tied
 Not
to the punisher
effective with inconsistent use
 Takes
time to take effect (not always
immediate)
 Faster
 Not
if consistent in implementation
tied to person giving reinforcer
 Can
be maintained without increase in
reinforcement strength

Can fade
Automatic
Tangible
Social
Intrinsic
Think about some different items that are
reinforcing for your students that are
Tangible
Social
intrinsic
Discipline does not equal punishment.
Discipline = training that is expected to
produce a specific character or pattern of
behavior, especially training that
produces moral or mental improvement.
Improvement means to increase, develop,
or enhance.
(Maag, 2001)
 Table
talk
 Is
the scenario reinforcement (+ or -) or
punishment (+ or -)
 Consider
 We
all people involved in scenario
will discuss as a group

Positive Reinforcement – Giving something
that causes behavior to increase
 Negative
Reinforcement – Taking something
that causes the behavior to increase

Positive Punishment – Giving something
that causes the behavior to decrease

Negative Punishment – Taking something
that causes the behavior to decrease
 Remember
reinforcement of behavior
 If
a behavior does not decrease, it is being
reinforced
 Increase
in intensity of behavior may mean
baseline has changed
 Look
at the first activity of today.
 Think:




When are you a coke or slot machine when
implementing your responses?
Are your responses evenly distributed, heavy on
reinforcement, or heavy on punishment?
Could your responses be responsible for the
change or lack of change in your classroom or
school community?
What can you do to change behaviors around
you?
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


Butera, G. D. "Teaching Infants and Preschoolers with
Disabilities(second Edition): By Donald B. Bailey &
Mark Wolery. New York: Merrill, 1992. 584 Pp."
Journal of Early Intervention 18.3 (1994): 325-28.
Print.
Lorre, Chuck, and Bill Prady. "Big Bang Theory/The
Gothowitz Deviation." Big Bang Theory. Prod. Steven
Molaro. CBS. KEYE, Austin, TX, 5 Oct. 2009.
Television.
Maag, John W. "Rewarded by Punishment: Reflections
on the Disuse of Positive Reinforcement in Schools."
Exceptional Children 67.2 (2001): 173-86. Print.
Sigler, Ellen A., and Shirley Aamidor. "From Positive
Reinforcement to Positive Behaviors: An Everyday
Guide for the Practitioner." Early Childhood
Education Journal 32.4 (2005): 249-53. Print.
"If a seed of a lettuce will
not grow, we do not blame
the lettuce. Instead, the
fault lies with us for not
having nourished the seed
properly." - Buddhist proverb
"If a seed of a lettuce will
not grow, we do not blame
the lettuce. Instead, the
fault lies with us for not
having nourished the seed
properly." - Buddhist proverb