Positive Reinforcement- What it IS and what it ISN’T

 

Everyone feels good when they’re given a compliment, know their paycheck is coming, or receive recognition for their hard work. These are all forms of positive reinforcement that we don’t consciously think about, and something we as adults appreciate and feel is important.

So why do parents feel guilty or resentful when their child needs a little extra motivation to complete a task or follow a non-preferred direction? Some feel that they are bribing their child, but it is important to know that reinforcement is NOT bribery.  There are in fact, a few distinct differences between bribery and reinforcement.

Positive reinforcement occurs when a certain behavior results in a positive outcome, making the behavior more likely to be repeated in the future. Reinforcement can result in lasting behavior change when clearly defined expectations are laid out ahead of time and delivered immediately following the target behavior. To be most effective, reinforcement should be personal, contingent, immediate, and frequent.

  • Personal Reinforcement: The reinforcement must be reinforcing to the child, not what the parent THINKS will be reinforcing to them. It is beneficial to work as a team with your child and brainstorm a list of things they find reinforcing to determine options.

  • Contingent Reinforcement: The reinforcement is only earned after the occurrence of the specified behavior. Ensure that your child understands what the target behavior is and how to earn the reinforcement for that behavior (clearly lay out your expectations ahead of time).

  • Immediate Reinforcement: The reinforcement must be delivered as closely and immediately as possible to the target behavior. For example, if a child earns a cookie for cleaning their room, the cookie should be given immediately upon completion of the room cleaning. The longer the child waits for the cookie, the less reinforcing the cookie becomes, and will not be seen as powerful of a reward, and therefore less likely to be a strong reinforcer, and therefore motivator, in the future.

  • Frequent Reinforcement: This refers to the “schedule” of reinforcement. For behaviors being learned or behaviors that may take longer to teach, reinforcement should be more frequently delivered. For example, if a child is to practice the piano for thirty minutes a day, but struggles to do so, they may earn reinforcement along the way, after every ten minutes of practice. A simple star sticker given every ten minutes may be enough positive reinforcement to excite and motivate them to get to the finish line. Once three-star stickers are earned, practice is over and they may even have earned an agreed-upon larger reward, such as a snack or T.V. time.

Key Components of Positive Reinforcement

Reinforcement

  • Preplanned

  • Adult is in control

  • Used to increase compliance, motivation, and expected behaviors

Bribery

  • Reactive

  • Child is in control

  • Negotiated during the occurrence of a challenging behavior

 

Four Types of Positive Reinforcement

  • Tangible (Ex.: prizes, edible treats)

  • Natural (Ex.: high test score, winning a sports game)

  • Social (Ex.: 1:1 time with Mom or Dad, special outings/activities, verbal praise, later curfew, smiles)

  • Token (Ex.: checkmark or star on paper, stickers, money)

 When to Use Positive Reinforcement

Positive reinforcement can be used ANY time but should be used more intensely and frequently for tasks that require more sustained effort for a child, such as mundane, difficult, or long-term tasks.

Keep in Mind…

Children won’t need reinforcement forever for the same task, and it is important to fade the reinforcement over time, and transfer to more natural forms of reinforcement whenever possible.

Conclusion

We all benefit from positive reinforcement. It is perfectly normal for children to require rewards (a.k.a. reinforcement) for different tasks or directions throughout their childhood. It is important to remember the key differences between reinforcement and bribery so that the adult remains in control and children gain a sense of security and learning with a positive approach.

 

Stacey Beyer, M.A. Board Certified Behavior Analyst
Social Learning and Executive Function Coach

 
Caryl Frankenberger