home page of Jane Bluestein, Ph.D., Instructional Support Services, Inc.
about Jane Bluestein, Ph.D., and Instructional Support Services, Inc.
bookstore for Jane Bluestein's resources
free resources from Jane Bluestein, Ph.D. and Instructional Support Services, Inc.
presentations and workshops by Jane Bluestein, Ph.D.
Hire Jane Bluestein, Ph.D.
Jane Bluestein's Blog
purple bottom
 

Guidelines for Reinforcing Positive Behavior

by Jane Bluestein, Ph.D.

Gold square Use positive reinforcement, whether verbal or non-verbal (interactive, token or activity), to acknowledge and strengthen already-existing behaviors. Avoid attempting to use reinforcement before the desired behavior has occurred to try to get the desired behavior to occur. (Encouraging the child to initiate a desired behavior and intervening a negative behavior require different strategies. For more information on different intervention strategies, click here.)

Gold square Watch for a tendency to use praise to help a child solve a problem or feel good about himself. Flattery can appear manipulative even to a young or needy child. Such messages are superficial at best and will not contribute to the child’s genuine sense of self-worth. (For more information about genuine self-worth and the myth of the self-esteem “myth,” click here.)

Gold square Avoid using your approval as a means of reinforcing desired behavior. Learn to distinguish between reinforcers intended to maintain a particular behavior and genuine expressions of appreciation, affection or enjoyment of your children. In a win-win relationship, behaviors such as a smile, touch, nod or wink— which obviously communicate the fact that you arepleased— are not used as expressions of conditional approval or caring. Although they may sometimes be used as reinforcers, such behaviors may also appear randomly, regardless of the child’s performance or behavior, as expressions of appreciation or affection.

Gold square Phrase reinforcements as an affirmation or acknowledgement of a behavior the child has demonstrated and the positive consequences now available (not as “if . . . then” statements, which are more useful for motivating behavior that has not yet been demonstrated). Reinforcements may be effectively communicated in either oral or written form.

Gold square To reinforce a desirable behavior, first describe the behavior that took place. Be specific and concrete and avoid making judgments about the behavior or the worth of the child.

Gold square Secondly, whenever possible, attach a comment that connects the immediate benefits of the child’s behavior to the child. (Occasionally, it may be appropriate to state the positive outcomes in terms of their benefits to the family.) Focus on the payoff for the child, making sure the outcome is positive and meaningful. Avoid projecting your own feelings and values, which may or may not be relevant to those of the child, or suggesting how the student child feel.

Gold square Look for the positive. You can almost always find something to recognize in any performance. Reinforce what was done right and work to correct or improve the rest.

Gold square Perhaps because of the rigidity of roles in times past, there was a tendency for parents to recognize certain behaviors in boys (such as strength, mechanical skill, and ability in math and the sciences) more frequently than girls (who are more often reinforced for neatness, creativity, attractiveness, and writing and artistic abilities). In recognizing your children, be aware of any tendencies to promote stereotypes.

Excerpted and adapted from The Win-Win Classroom by Jane Bluestein, Ph.D., © 2008, Corwin Publishing, Thousand Oaks, CA.

Buy this book!

Buy Parents, Teens & Boundaries.

Buy The Parent’s Little Book of Lists.

See related handouts:

Descriptions of each Characteristic

5 Characteristics of a Good Boundary in English, Spanish and French.

11 Reasons to Use Boundaries with Your Children in English, Spanish and French.

9 Things to Remember When Setting a Boundary in English, Spanish and French.

6 Reasons to Not Ask your Children for Excuses

Motivating cooperative behavior

Other handouts by Dr. Jane Bluestein

Complete alphabetical listing of all handouts on this site.

Articles and excerpts by Dr. Jane Bluestein

Complete alphabetical listing of all articles on this site.

Complete listing of all articles and handouts in Spanish or French.

Books, Articles, Audio and Video Resources and other Resources by Dr. Jane Bluestein

Humor and Fun: Brighten your day with fun facts, short pieces about kids, pets and work, and hilarious things kids say, do and write. Includes items you can share with kids or use as a springboard for discussions and activities.

Hire Jane: Everything you need for your next conference or professional development event

calendarJane’s Calendar

Click here (or on the image to the left) to see Jane’s schedule. Click here for a map with links to dates that she will be in your area.

Help support this site

donation basketThe content on this site is free. You are welcome to download, copy, distribute, or use the material (with proper attribution) in any way you feel will be helpful. Your support will help us continue to maintain the site, add new content, hire translators and tech support consultants, and keep the site ad-free. Any support is much appreciated.

Click to donate $1 (or in $1 increments).

Direct links to free stuff on this site:

articles and excerptshandouts • materials in Spanish and Frenchvideos and podcastslinks to other sites and resourcesideas, tips, and experiences of other educatorshumor and fun