Some misbehavior requiring immediate remedy-for example, may interfere significantly with learning in the classroom or reflect total disregard for the rights and welfare of others. In these cases we can not simply wait for the gradual improvement over time. Consider this student as an example:

Bonnie does not handle frustration very well. Each time it encounters an obstacle that can not get over now, she says, hitting, punching, kicking, or break something. One day, during the feast day of a class of Valentine’s Day, accidentally dropped the cupcake upside down on the floor. When he discovers that the cupcake no longer fit, throw his bottle of milk across the room, hitting another child on the side of the head.

Bonnie harassing behaviors are difficult to extinguish, because they are strengthening, not least extrinsically. They are also incompatible behavior without obvious answers that can be strengthened. And we can reasonably assume that teacher Bonnie has already cued her about her inappropriate behavior on many occasions. When other strategies are ineffective or unenforceable, the penalty can be a useful alternative.

Previously we defined a reinforcer as a consequence that increases the frequency of a particular behavior. On the contrary, the punishment is a consequence that decreases the frequency response follows.

All the consequences that punishes fall into one of two categories. Presentation penalty provides for the submission of a new stimulus, presumably something a student is uncomfortable and does not want. Scolding and teacher frowns, if they lead to a reduction in behavior that follow, are cases of punishment of presentation. penalty of dismissal involves the removal of an existing stimulus or state of affairs, presumably a student is a desirable and not want to miss. The loss of a privilege or a fine or penalty (eg, loss of previously acquired money or points), and the earth (for example, the restriction of certain pleasurable activities outside) are all examples of punishment removal.

Over the years I have often seen or heard use the term negative reinforcement when they are really talking about punishment. Remember, negative reinforcement is reinforcement, which increases response, but the punishment has the opposite effect.

Strictly speaking, the punishment is not a part of operant conditioning. Many behaviorists believe that the first half penalty was relatively ineffective in changing behavior, you could temporarily remove an answer, but could never eliminate it, and suggested that teachers concentrate their efforts on the reinforcement of desirable behavior rather than punish those undesirable. More recently, however, behaviorists have found that some forms of punishment can be very effective in reducing problem behavior and are particularly useful when students seem to have little motivation to change their behavior.

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