Positive Reinforcement Case Study
After reviewing the case study labeled �Level B Case 1� and the STAR sheets in Encouraging
Appropriate Behavior,
Discuss one strategy that would best address Doug�s goals.
Justify your strategy selection and the benefits of positive reinforcement.
Describe how you would implement this strategy, including any possible limitations.
POSITIVE REINFORCEMENT 2
Positive Reinforcement Case Study
The best strategy to meet the teacher’s goals is group contingency procedure. This procedure is
the widely used approach in schools in managing student’s needs. The commonly used group
contingencies include the independent and interdependent group contingencies. The best
approach would therefore be interdepend group contingency whereby the student would receive
the same attention like the other students in the classroom. The consequences that students
receive include privileges and appraisals (Kelshaw-Levering, Sterling-Turner & Skinner,
2014,12). .
The approach is therefore the most appropriate since they increase the chances of the teacher
concentrating on every student in the class, they are very easier to implement as compared to
other approaches and increase the chances of each specific student behavior being exposed to the
contingency strategies. Research has shown that group contingencies reduces the unnecessary
behavior of students in class and increases the required social behavior in class. Some of the
procedures that are deemed very effective under group contingency include social praise and
evaluating the performance of every group. Despite the fact that the approach is very effective, it
has some shortcomings. The approach only focuses on programs that manage behavior of the
students. This is mostly done through use of punishment. Studies have shown that school staff is
normally unwilling to implement this approach due to the cost involved and the fact it requires
more time.
POSITIVE REINFORCEMENT 3
Group contingency approach will therefore assist in realizing the intended goals of ensuring that
the student becomes the best in class. Despite the fact that the student’s attention is not focused
on classwork, through rewards and punishment, the teacher will be able to change the student
completely (Hansen and Kraft 2015, 12).
POSITIVE REINFORCEMENT 4
References
Hansen, S., and Lignugaris/Kraft, B. (2015). Effects of a dependent group contingency on the
verbal interactions of middle school student with emotional disturbance. Behavioral
Disorders, 30, 169-184.
Kelshaw-Levering, K., Sterling-Turner, H.E., Henry, J.R., & Skinner, C.H. (2014).
Randomized interdependent group contingencies: Group reinforcement with a twist.
Psychology in the Schools, 37, 523-53
