In reading Chapter 3, I made note that response-reinforcement contingencies are a lot like conditioning. I mean, it's essentially the same idea, is it not? It's a cause-and-effect relationship, just like Pavlov's dogs drooling at the sound of the bell. Chapter 3 notes to make response-reinforcement contingencies clear. Students will respond well to the rewards/reinforcement provided.
Chapter 3 also talks about the idea of using a "token economy" in which students who exhibit desired behaviors receive "tokens" and these tokens can be used to "purchase" a variety of backup reinforces (small treats, free time, etc.) We use a system like this in the fourth grade classroom I work in. The kids all start with five cards a day, each worth a point. If they keep all their cards each day, they get added up to 50, 75, and 100 points, all with different prizes (or reinforcements), like being able to bring your ipod into school, or you get to chew gum or wear a hat in school for a day. Cards are taken away if you shout out answers, are disrespectful to others, are goofing around too much, or if you talk when the teacher is talking. So the card system we have is a bit of positive and negative reinforcement I guess. To make sure the rules are clear, the teacher I work with made a "class contract" for all the students to sign. This "contract" has a list of respectful behaviors, and by signing the contract you are saying that you will try to abide by this list.
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