Positive Reinforcement

There is a consequence to everything that a person does. The purpose of positive reinforcement is to increase or maintain a desired behavior (Burden, 2013). Many teachers, especially in the early elementary school years, utilize reinforcers to build positive behaviors in their students. Some classes have a card pulling system, which is more in the behavior management category instead of positive reinforcement, but in some classrooms at the end of the day the student may earn a sticker, tickets, or an edible. Those rewards are meant to increase or maintain desired behaviors. They are good to use in the classroom, but for the behaviorally challenged student, most of the mentioned reinforcers are not powerful enough to create a lasting behavioral change. They may become satiated with earning a sticker or a candy every day. In regards to reinforcers it is important to let the child choose the reinforcer, not the teacher. The reinforcer should fit certain criteria according to Paul Burden, the student perceives what is offered as a reinforcement, it is continent to the behavior performed, and the reinforcement furthers the child's appropriate behavior (2013). If chewing gum is not allowed, then gum should not be offered as a reinforcement. Beth Ackerman, further explains the properties of positive reinforcement, as reinforcement needs to be immediate and it is continent on a specific behavior (2007). If calling out in class is the targeted behavior for Susie, then she should be reinforced immediately when she raises her hand without calling out. The teacher could give social reinforcement by calling on her name, or she could receive a token when another is taking a turn. If one waits to reinforce a behavior then the child may perceive that they are being reinforced for another action. Later the child may act out and it would not be appropriate to say, "Remember to raise your hand, but since you did that earlier you can have a token." This sends a mixed message letting the child be confused about what is expected from them. If a child is acting correctly then they should be reinforced consistently. 

Paul Burden (2013) describes the many types of reinforcement: 

• Social Recognition: acknowledging what the student is doing correctly. Thank you for raising your hand! Wow, look how Susie is raising her hand with a quiet voice! I think Susie deserves a 'woot woot'! (the class together says 'woot woot').
• Special Privileges and Activities: This is especially useful for the entire class. A favorite song may be played, a student may be allowed to choose a story for story time, allowing the student to choose a favorite classroom helper job.  
• Items or Tangibles: An object the student can hold. A coloring page, toy, sticker, edibles, a positive note.
• Token Economy: Tokens are a way to systematically thin out reinforcement as the student or students add a desired behavior into their repertoire. A classroom money system, token boards, first/then boards (utilizing the premack principle).

Educate Autism is a great resource for printable token boards that has templates designed to fit PECS icons, pictures, and written reinforcement.

From http://www.educateautism.com/free-materials-and-downloads.html

An easy token board made based off of a students interests.
All that is needed is paper, a laminator, and velcro.

First/Then boards:

From http://firstgradeblueskies.blogspot.com
She also offers free first/then templates!

A first/then board for the entire classroom.
From http://www.allthingskatiemarie.blogspot.com

One example of a whole class reinforcement from GoNoodle.com is a brain break featuring Koo Koo Kangaroo. GoNoodle is favorite and has many different activities that delight students.

Resources

Ackerman, B. (2007). Praise: Effectively guiding student behavior. Colorado Springs, CO: Association of Christian Schools International.

Burden, P. (2013). Classroom management: Creating a successful k-12 learning community (5th ed.). New York, NY: John Wiley & Sons, Inc.