Adjusting Variables to Enhance Reinforcer Efficacy
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| Title: | Adjusting Variables to Enhance Reinforcer Efficacy |
|---|---|
| Language: | English |
| Authors: | Sarah Quinn (ORCID |
| Source: | Intervention in School and Clinic. 2026 61(3):133-141. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H325D190064 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Reinforcement, Student Behavior, Behavior Modification, Influences |
| DOI: | 10.1177/10534512251388918 |
| ISSN: | 1053-4512 1538-4810 |
| Abstract: | Reinforcement is a fundamental practice in education and is taught to education professionals as a proactive, positive strategy for reducing challenging behavior, increasing desired behavior, and teaching new skills. When students exhibit behavior that impedes learning, a critical component of developing a behavior intervention plan is understanding what maintains the challenging behavior and providing reinforcement for prosocial replacement behaviors. A common problem of practice occurs when a behavior plan is implemented but does not yield the expected changes in student behavior or only impacts behavior temporarily. This can result in continued challenging behavior, frustration among staff and students, and a decreased likelihood of implementation fidelity in the future. This paper discusses specific variables related to reinforcer efficacy across the dimensions of timing, type, and other influences that can be assessed and adjusted to create positive, lasting change responsive to the student's needs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493291 |
| Database: | ERIC |
| Abstract: | Reinforcement is a fundamental practice in education and is taught to education professionals as a proactive, positive strategy for reducing challenging behavior, increasing desired behavior, and teaching new skills. When students exhibit behavior that impedes learning, a critical component of developing a behavior intervention plan is understanding what maintains the challenging behavior and providing reinforcement for prosocial replacement behaviors. A common problem of practice occurs when a behavior plan is implemented but does not yield the expected changes in student behavior or only impacts behavior temporarily. This can result in continued challenging behavior, frustration among staff and students, and a decreased likelihood of implementation fidelity in the future. This paper discusses specific variables related to reinforcer efficacy across the dimensions of timing, type, and other influences that can be assessed and adjusted to create positive, lasting change responsive to the student's needs. |
|---|---|
| ISSN: | 1053-4512 1538-4810 |
| DOI: | 10.1177/10534512251388918 |
